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STATE NORMAL SCHOOL 

SALEM MASSACHUSETTS 





FIFTY-SIXTH YEAR 



1909-1910 



State Normal School 
salem massachusetts 




FIFTY-SIXTH YEAR 



1909-1910 
i 



Instructors. 



The Normal School. 

JOSEPH ASBURY PITMAN, Principal. 

Theory and Practice of Teaching, History of Education. 
Harriet Laura Martin, ..... Algebra, Geometry, Latin. 

Jessie Putnam Learoyd, ........ English. 

Charles Frederick Whitney, ...... Manual Arts. 

Mary Alice Warren, . Physiology, Physical Training, Nature Study, 

Gardening. 

Gertrude Brown Goldsmith, A.B., . . Psychology, Zoology, Botany. 

Frances Boutelle Deane, United States History, Civics, History of Com- 

• merce. Librarian. 

. Reading, Physical Training. 
Supervisor of Practice Teaching. Child Study.. 

Music. 

Literature, Arithmetic. 

Secretary. Typewriting. 



Helen Hood Rogers, 
Cassie Lucretia Paine, 1 . 
Fred Willis Archibald, . 
Harriet Emma Peet, 
Louise Caroline Wellman, 
Sumner Webster Cushing, S.B., 



Frederick Walter Ried, . 
Arthur John Meredith, Ph.B., 
Mary Louise Smith, A.B., 

Clara Ellen Townsend, Ph.B., 

Charles Elmer Doner, 

May Heath Noyes, 

Walter George Whitman, A.M 



. Geography, Physiography, 
Economic Geography. 
Manual Training. 
Bookkeeping, Commercial Law, Economics. 
Shorthand, Typewriting, Com- 
mercial Correspondence. 
Shorthand, Arithmetic, Penmanship. 

Penmanship. 

Kindergarten Methods. 

, . Physics, Chemistry, Physiography. 



Training Department. 

The Practice School. 

Herbert Leslie Rand, Principal, 
Maud Sarah Wheeler, 
Marjorie Huse, 
Bessie Jordan Welch, 
Sallimae Merrill Dennett, 
Mary Elizabeth James, 
Bertha Louisa Carpenter, 
Gertrude March, 
May Heath Noyes, . 



Grade Eight. Gardening. 

Grade Seven. Sewing. 

Grade Six. Sewing. 

Grade Five. Sewing. 

Grade Four. 

Grade Three. 

Grade Two. 

Grade One. 

Kindergarten. 



1 Absent on leave; Mabel Lucile Hobbs, substitute, 1909-1910.. 



Eliza Clara Allen, 
Susan Ellen Ropes, 
Mildred May Moses, 
Alice Martha Wyman, 



The Bertram School. 



Grades Three and Four. 
. Grade Two. 
. Grade One. 
Kindergarten. 



The Farms School, Marblehead. 

Gertrude E. Richardson, . 



Ungraded. 



The necessary opportunity for observation and practice teach- 
ing for students in the commercial department is afforded in 
the Salem Commercial School and the Salem High School. 



Officers of the Salem Normal Association. 

1907=1910. 



Miss Harriet L. Martin, Salem (Class XXIII.), . 

Mrs. Abbie Richardson Hood, Beverly (Class LVIL), 

Miss Dorothea C. Sawtell, 1 Peabody (Class LXVIII.), 

Miss Mary A. Grant, Salem (Class LXX.), 

Miss Frances B. Deane, Salem (Class LXXXVIL), 

Mrs. Elizabeth R. Horton, Boston (Class I.), 

Miss Sophia O. Driver, 2 Salem (Class XVIII.), 

Mrs. Caroline E. Tenney, Wollaston (Class XXXVII.), 

Miss Mabel Bennett Davis, Roslindale (Class LXL), 

Miss Lillian W. Downing, Beverly (Class LXXVIL), 

Officers, Senior Class. 

•Gertrude B. Ward, ....... 

Margaret M. Carroll, ...... 

Madeleine L. Slade, ....... 

Lawrence W. Wilbur, ...... 

riembers of the School Council. 

J. Asbury Pitman, 
Harriet L. Martin, 
Harriet E. Peet, 
Gertrude B. Ward, 
Dorothy Perry, . 
Nellie E. Mulligan, 
Margaret S. Simonds, 
Ethel M. Poor, 
Maude W. Nelson, 



President. 
Vice-President. 
First Secretary. 
Second Secretary. 
Treasurer. 



Directors. 



President. 
Vice-President . 
Secretary. 
Treasurer. 



> Faculty. 



Senior Class. 



Junior Class. 



Resigned. 



2 Died September, 1908. 



Calendar for 1910=1911. 



Spring Recess. 

From close of school on Saturday, February 26, 1910, to Tuesday, 

March 8, 1910, at 9.20 a.m. 
From close of school on Saturday, April 30, 1910, to Tuesday, May 

10, 1910, at 9.20 a.m. - 

Graduation. 

Tuesday, June 21, 1910, at 10.30 a.m. 

First Entrance Examinations. 

Thursday, June 23, 1910. 1 

8.30-9.30 a.m. — Registration. 

9.30-11.30 a.m. — Group I. 

11.30 A.M.-12.30 p.m. — Group III. 

2-4 p.m. — Group IV. 
Friday, June 24, 19.10. 1 

8.30-9.30 a.m. — Registration. 

9.30-11.30 a.m. — Group II. 2 

11.30 A.M.-12.30 p.m. — Group V. 

9.30-11 a.m. — Group VI. (a). 

11 A.M.-12.30 p.m. — Group VI. (b and c). 

1.30-2.30 p.m. — Group VI. (d). 

2.30-3.30 p.m. — Group VI. (e). 

3.30-4.30 p.m. — Group VI. (/). 
Saturday, June 25, 1910. 

Eighteenth Triennial Convention of the Salem Nor- 
mal Association. 

Second Entrance Examinations. 

Tuesday and Wednesday, September 6 and 7, 1910. 
(Hours and order as above.) 

1 Individual examinations in reading will be given throughout the day. 

2 Candidates who have conflicts between Groups II. and VI. may arrange, in advance, 
for an examination in Group II. on Thursday. 



8 



Beginning of School Year. 

Thursday, September 8, 1910, at 9.20 a.m. 

Thanksgiving Recess. 

From Wednesday, 12 m v preceding Thanksgiving Day, to the fol- 
lowing Tuesday, at 9.20 a.m. 

Christmas Recess. 

From close of school on Thursday, December 22, 1910, to Tuesday, 
January 3, 1911, at 9.20 a.m. 

Beginning of Second Half=year. 

Tuesday, January 31, 1911. 

Spring Recess. 

From close of school on Saturday, February 25, 1911, to Tuesday, 

March 7, 1911, at 9.20 a.m. 
From close of school on Saturday, April 29, 1911, to Tuesday, 

May 9, 1911, at 9.20 a.m. 

Graduation. 

Tuesday, June. 20, 1911, at 10.30 a.m. 

First Entrance Examinations. 

Thursday and Friday, June 22 and 23, 1911. 
(Hours and order as above.) 

Second Entrance Examinations. 

Tuesday and Wednesday, September 5 and 6, 1911. 
(Hours and order as above.) 

Note. — The daily sessions of the school are from 9.20 to 12.30 and from 1.30 to 3 
o'clock. The regular weekly holiday is on Monday, but the practice schools conform to 
the rules governing the other public schools in Salem, and have their holiday on Satur- 
day. 

The telephone call of the school is "Salem, 375." 

The principal's residence is at 260 Lafayette Street, and his telephone call is 149-1. 



State Normal School, 

Saleh, Hassachusetts. 



AIHS AND PURPOSES. 

The aim of the school is distinctly professional. Normal 
schools are maintained by the State in order that the children in 
the public schools of the Commonwealth may have teachers of 
superior ability; therefore, no student may be admitted to or 
retained in the school, who does not give reasonable promise of 
developing into an efficient teacher. 

The school offers as thorough a course of academic instruction 
as time and the claims of professional training will permit. The 
subjects of the elementary curriculum are carefully reviewed with 
reference to methods of teaching. The professional training also 
includes the study of man from the standpoint of physiology and 
of psychology; the principles of education upon which all prac- 
tical teaching is founded ; observation and practice in the appli- 
cation of these principles; and a practical study of children, 
under careful direction. In all the work of the school there is 
a constant and persistent effort to develop a true professional 
spirit, and to reveal to the student the wealth of opportunity 
which is open to the teacher, and the grandeur of a life of real 
service. 

ADMISSION. 
General Requirements. 

Candidates for admission must, if young women, have at- 
tained the age of sixteen years, and if young men, the age of 
seventeen years, and they must declare their intention to teach, 
and to complete the course of study if possible. Their fitness for 
admission will be determined : — 



10 



(1) By their standing in a physical examination. 

(2) By their moral character. 

(3) By their high school record. 

(4) (a) By certificate or (b) By written examination. 

(5) By an oral examination. 

(1) Physical Examination. 

The State Board of Education adopted the following vote 
March 7, 1901 : — 

That the visitors of the several normal schools be authorized and 
directed to provide for a physical examination of. candidates for 
admission to the normal schools, in order to determine whether they 
are free from any disease or infirmity which would unfit them for 
the office of teacher, and also to examine any student at any time 
in the course, to determine whether his physical condition is such as 
to warrant his continuance in the school. 

A certificate of good health, signed by a physician, must be 
presented by every candidate for adm'ission to the school. 

(2) Moral Character. 

Candidates must present certificates of good moral character. 
In deciding whether they shall prepare themselves to become 
teachers, candidates should note that the vocation requires more 
than mere freedom from disqualifying defects; it demands vir- 
tues of a positive sort that shall make their impress for good upon 
those who are taught. 

(3) High School Eecord. 

It may be said, in general, that if the ordinary work of a good 
statutory high school is well done, candidates should have no 
difficulty in meeting the academic tests to which they may be 
subjected. They cannot be- too earnestly urged, however, to avail 
themselves of the best high school facilities attainable in a four 
years' course, even though they should pursue studies to an extent 
not insisted on, or take studies not prescribed, in the admission 
requirements. 

The importance of a good record in the high school cannot be 
overestimated. Principals are requested to furnish the normal 



11 



school's with complete records of the high school standing of all 
candidates. The stronger the evidence of character, scholarship 
and promise, of whatever kind, candidates bring, especially from 
schools of high reputation and from teachers of good judgment 
and fearless expression, the greater confidence they may have in 
guarding themselves against the contingencies of an examination 
and of satisfying the examiners as to their fitness. 

(4a) Admission ox Certificate. 

At the regular meeting of the Board of Education held on 
May 2, 1907, the following votes were passed: — 

College graduates may be admitted to the State normal schools 
without examination, and may receive a diploma after satisfactorily 
completing a course of one year, requiring at least twenty recitation 
periods per week and including the advanced pedagogy and practice 
of the senior year. 

Candidates from high schools which are on the certificate list of 
the New England College Entrance Examination Board may be ad- 
mitted to any of the State normal schools without examination in 
any subject required for admission in which they have attained a 
standing of B, or 80 per cent., as certified by the principal of the 
school. 

Beginning with 1908, candidates from high schools not in the 
college certificate list may be admitted on similar conditions, if the 
high schools are approved for the purpose by the Board of Edu- 
cation. 

High schools desiring this approval should correspond with the 
State Commissioner of Education. 

French may be taken in the preliminary examinations. 

Blank forms for certificates may be obtained at the office of 
the State Board of Education, Boom 303, Ford Building, Bos- 
ton, or at the school. 

(4b) Written Examination. 

The examinations will embrace papers on the following groups 
of subjects, a single paper with a maximum time allowance of 
two hours to cover each of groups I., II. and IV., and a single 
paper with a maximum time allowance of one hour to cover each 



12 



of groups III. and V. (five papers with a maximum time allow- 
ance of eight hours) : — 

I. Language. — (a) English, with its grammar and litera- 
ture, and (b) either Latin or French. 

II. Mathematics. — (a) Algebra and (b) plane geometry. 

III. United States History. 1 — The history and civil govern- 
ments of Massachusetts and the United States, with related 
geography and so much of English history as is directly con- 
tributory to a knowledge of United States history. 

IV. Science. — (a) 1 Physiology and hygiene, and (b) and 
(c) any two of the following, — physics, chemistry, physical 
geography and botany, provided one of the two selected is either 
physics or chemistry. 

V. Drawing and Music. — (a) Elementary mechanical and 
freehand drawing with any one of the topics, — form, color and 
arrangement, and (b) music. , 

VI. Commercial Subjects. — (See page 40.) 

(5) Oral Examination. 

Each candidate will be required to read aloud in the presence 
of the examiners. He will also be questioned orally either upon 
some of the foregoing subjects or upon other matters within his 
experience, in order that the examiners may gain some impres- 
sion about his personal characteristics and his use of language, 
as well as to give him an opportunity to furnish any evidences of 
qualification that might not otherwise become known to them. 

General Requirements in English for All Examinations. 

No candidates will be accepted whose, written English is nota- 
bly deficient in clear and accurate expression, spelling, punctua- 
tion, idiom or division of paragraphs, or whose spoken English 
exhibits faults so serious as to make it inexpedient for the normal 
school to attempt their correction. The candidate's English, 
therefore, in all oral and written examinations will be subject 
to the requirements implied in the statement here made, and 
marked accordingly. 

1 No substitute will be accepted. 



13 



Special Directions for Written Examinations. 

Group I. — Language. 

(a) English. — The subjects of the examination will be the 
same as those generally agreed upon by the colleges and high 
technical schools of New England. 

The list of books for study prescribed by the Commission of 
Colleges in New England for 1909-1911 is as follows : — 

Shakespeare's Macbeth; Milton's Minor Poems; Burke's 
Speech on Conciliation with America, or Washington's Farewell 
Address and Webster's First Bunker Hill Oration; Macaulay's 
Life of Johnson, or Carlyle's Essay on Burns. 

The purpose of the examination is to discover (1) whether the 
student has acquired good habits of study, (2) whether he has 
formed any standards of literary judgment, (3) whether he 
has become discerning of literary merit, and (4) what acquaint- 
ance lie has with standard English and American writers. 

The examination will take such a form that students who 
have followed other than the prescribed lines of reading may be 
able to satisfy the examiners on the above points. 

(b) Either Latin or French. — The translation at sight of 
simple prose or verse, with questions on the usual forms and 
ordinary constructions, and the writing of! simple prose based 
in part or in full on the passage selected. 

Group II. — Mathematics. 

(a) The elements of algebra through affected quadratic equa- 
tions. 

(b) The elements of plane geometry. 

While there is no formal examination in arithmetic, the im- 
portance of a practical working acquaintance with its principles 
and processes cannot be too strongly emphasized. The candi- 
date's proficiency in this subject will be incidentally tested in its 
applications to other subjects. 

In geometry, the candidate's preparatory study should include 
independent solutions and demonstrations, — work that shall 
throw him upon his own resources; and his ability to do such 



14 



work will be tested in the examination. An acquaintance with 
typical solid forms is also important, — enough, at least, to 
enable the candidate to name and define them and to recognize 
the relations borne to them by the lines, planes, angles and fig- 
ures of plane geometry. 

Group III. — United States History. 

Any school text-book on United States history will enable can- 
didates to meet this requirement, provided they study enough of 
geography to illumine the history, and make themselves familiar 
with the grander features of government in Massachusetts and 
the United States. Collateral reading in United States history 
is strongly advised — also in English history so far as this his- 
tory bears conspicuously on that of the United States. 

A course in history and civics in the senior year in the high 
school is strongly recommended. 

Group IV. — Science. 

(a) Physiology and Hygiene. — The chief elementary facts 
of anatomy, the general functions of the various organs, the 
more obvious rules of health, and the more striking effects of 
alcoholic drinks, narcotics and stimulants upon those addicted to 
their use. A course of at least a half-year in the high school 
is advised. 

(o and c) Any Two of the Following Sciences, — Physics, 
Chemistry , Botany and Physical Geography, provided One of the 
Two is either Physics or Chemistry. — The chief elementary 
facts of the subjects selected, so far as they may be presented in 
the courses usually devoted to them in good high schools. It 
will be a distinct advantage to the candidate if his preparation 
includes a certain amount of individual laboratory work. 

A laboratory note-book, with the teacher's endorsement that it 
is a true record of the candidate's work, will be accepted as par- 
tial evidence of attainments in the science with which it deals. 
The original record should be so well kept as to make copying 
unnecessary. 



15 



Group V. — Drawing and Music. 

(a) Drawing. — Mechanical and free-hand drawing, — 
enough to enable the candidate to draw a simple object, like a 
box or a pyramid or a cylinder, with plan and elevation to scale, 
and to make a free-hand sketch of the same in perspective. Also 
any one of the three topics, — form, color and arrangement. 

(b ) Music. — Such elementary facts as an instructor should 
know in teaching singing in the schools, — including major and 
minor keys, simple two, three, four and six part measures, the 
fractional divisions of the pulse or beat, chromatics, the right 
use of the foregoing elements in practice, and the translation 
into musical notation of simple melodies or time phrases sung or 
played. 

Group VI. — Commercial Subjects} 

Division of Examinations. 

Candidates may be admitted to a preliminary examination a 
year in advance of their final examination, provided they offer 
themselves in one or more of the following groups, each group to 
be presented in full: — 



I. 1 


French. 


II. 


Mathematics. 


m. 


United States history. 


IV. 


Science. 


V. 


Drawing and music. 



Preliminary examinations can be taken in June only. 

Every candidate for a preliminary examination must present 
a certificate of preparation in the group or groups chosen, or in 
the subjects thereof. (See blank at end of this catalogue.) 

Candidates for the final or complete examinations are ear- 
nestly advised to present themselves, as far as practicable, in 
June. Division of the final or complete examinations between 

1 See p. 40. 

2 The group known as I. Language must be reserved for the final examinations, with 
the exception of French, as indicated above. It will doubtless be found generally ad- 
visable in practice that the group known as IV. Science should also be reserved. 



16 



June and September is permissible, but it is important both for 
the normal school arid for the candidate that the work laid out 
for the September examinations, which so closely precede the 
opening of the school, shall be kept down to a minimum. 

Equivalents. 

Persons desiring to enter the school, whose course of study has 
been equivalent to, but not identical with, the requirements for 
admission, are advised to correspond with the principal. Each 
case will be considered upon its merits, and in deciding the ques- 
tion of admission there will be a serious effort to give all the 
credit that is due. Experience in teaching, according to its 
amount and kind, is regarded as very valuable. 

Students from outside the State. 

Xon-residents of this Commonwealth who are able to satisfy 
the requirements for admission may be admitted as students on 
payment of fifty dollars per year, of which sum one-half is paya- 
ble at the beginning of the year, and the other half at the middle 
of the year. This applies to all courses. 

Special Students. 

College graduates, graduates of normal schools, and other per- 
sons of suitable attainments, including those who have had con- 
siderable experience in teaching, may, by arrangement with the 
principal, select a year's work from the regular program of the 
elementary course. If this work embraces not less than twenty 
recitation periods per week of prepared work, and includes the 
course in pedagogy and practice teaching, the student will receive 
a certificate for the same upon its satisfactory completion. 

Advanced students are also admitted to elective courses in 
the commercial department. 

Prompt and regular attendance is exacted of special students, 
as well as of those in the regular course. 

A definite statement of the applicant's purpose in desiring to 
enter the school is required, and those who do not intend to re- 
main at least a full year are requested not to apply. 

The design of the school does not include the admission of 
transient students, for the purpose of taking partial or special 
courses, except in cases which are really exceptional. Personal 



17 

culture for its own sake is not the end for which the school 
receives its students. It exists and will be administered for the 
training and improvement of teachers, and all its facilities will 
be put to their utmost use for the advantage of teachers. Thus, 
during recent years, many teachers have been allowed to attend 
the exercises in selected departments, — so far as the privilege 
could be granted without injury 'to regular class work, — al- 
though their names have not appeared in the catalogue as stu- 
dents. 

In other cases it is sometimes found possible for those who 
have had experience in teaching, without a previous normal 
course, to enter the school and derive great benefit from a half 
year's work. Some of our most earnest students have been of 
this class. The school is also open to teachers who desire to enter 
existing classes on Saturdays. But special students who do not 
intend to identify themselves with the school are not desired. 
Neither is there room for those who do not have a serious pur- 
pose of study and self-improvement, but who wish rather to 
secure a brief nominal membership in a normal school, in order 
to obtain a better position. 

ELEHENTARY COURSE OF STUDY. 

The elementary course of study is designed primarily for those 
who aim to teach in the public schools below the high school 
grade. It comprises substantially the following subjects : — 

I. The study of the educational values of the following sub- 
jects, and of the principles and methods of teaching them: — 

(a) English, — reading, oral and written composition, gram- 
mar, rhetoric, English and American literature. 

(b) Mathematics, — arithmetic, algebra and plane geometry. 

(c) History, — history and civil polity of the United States 
arid of Massachusetts. 

(d) Science, — physics, chemistry, physiography, botany, zool- 
ogy, geography, physiology and hygiene, nature study, garden- 
ing. 

(e) Drawing; manual training; vocal music; physical 
training ; penmanship. 

II. (a) The study of man, body and mind, with reference to 
the principles of education ; the application of these principles in 



18 



school organization, school government, and in the art of teach- 
ing ; the history of education ; the school laws of Massachusetts. 

(b) Observation and practice in teaching. 

The time required for the completion of this course depends 
entirely upon the student. It may not exceed twa years for those 
of satisfactory preparation and superior ability ; for others, three 
years are needed to do the work properly. In many cases more 
than two years is insisted upon. A diploma js given when the 
course is satisfactorily completed. 

CONDITIONS OF GRADUATION. 

The school does not accept the satisfactory accomplishment 
of the class work required as constituting a complete title to a 
diploma. While the fact is recognized that predictions regarding 
the success or failure of normal school students as teachers always 
involve a greater or less degree of uncertainty, it is nevertheless 
felt that the school owes its chief responsibility to the Common- 
wealth. Its duty is not fully discharged by the application of 
academic tests; certain personal qualities are so essential and 
their absence so fatal to success in teaching that the candidate 
for graduation must be judged in part from the standpoint of 
personality. 

It is the aim of the school — and this is insisted upon year 
by year with increasing strictness — not to bestow its diploma 
upon those who are likely to be unable in ordinary school work to 
use the English language with ease and correctness. The power 
of the student to teach, so far as that can be ascertained and 
judged, is of course an essential element in the problem, and 
those who are manifestly unable to do so will not be allowed to 
graduate, whatever their academic proficiency may be. 

THE MODEL AND PRACTICE DEPARTMENT. 

Mr. Band, Principal; Miss Paine, 1 Supervisor of Practice Teaching. 

In co-operation with the school committee of the city of Salem, 
the State normal school maintains in its building a complete sys- 
tem of model and practice schools, beginning with a kinder- 
garten, and fitting pupils for the local high school. The system 
also includes kindergarten and primary classes in the Bertram 

1 Miss Hobbs, substitute, 1909-1910. 



19 



school building and a model ungraded school in Marblehead. 
The teachers are nominated by the principal of the normal 
school, and they are elected by the school committee. The as- 
signment of pupils is in the hands of the local authorities, so 
that the children do not constitute a picked company. 

The aim has been to secure in these schools as nearly as possible 
the actual conditions existing in public schools of a high class. 
It is an essential part of the plan upon which they are conducted 
that they be kept at a reasonable size. The schoolrooms them- 
selves are of ample dimensions, well lighted, thoroughly venti- 
lated, furnished with approved furniture and other appliances 
for work, and provided with sanitary conveniences of the best 
kind. By the generosity and interest of many parents they are 
also provided with beautiful decorations. 

In planning the instruction in these schools the aim is to con- 
nect it as closely as possible with the work in the normal school, 
to the end that the methods of teaching here may exemplify the 
theory in which the normal school students are taught. In the 
model and practice school located in the normal school building, 
a large part of the instruction is either supervised or actually 
given by normal school instructors. 

The critic teacher devotes her entire time to supervising the 
normal school students in their relations to the practice schools. 
Her intimate acquaintance with the work of the schools in their 
various departments and her duties as a supervisor make it easy 
to guard in the most efficient manner the interests of the children. 
The regular teachers are selected solely by reason of their effi- 
ciency, and the facilities whose use is made possible by the con- 
nection between the practice schools and the normal school are 
put to their greatest service. 

Besides the regular observation and practice teaching, oppor- 
tunity is provided for those students who intend to teach in the 
first grade to observe in the kindergartens, and all members of 
the senior class are required to take a short course in the theory 
and methods of the kindergarten and its relations to the rest 
of the elementary school system. Arrangements have also been 
made for the seniors to gain a limited amount of experience in 
leaching in the upper grades of the Pickering grammar school 
in this city. 



20 



ELEMENTARY COURSE. 
Junior Year. 

Language and grammar, . 

Literature, 

Reading, .... 

Geometry, ) 

A , . > halt year each, 

Algebra, \ J ' 

Psychology, 

BotS' | half y ear each ' • 

™ . ' > half year each, 
Physics, ) J ' 

Physiography, . 

Drawing, . 

Penmanship, 

Manual training, 

Music, 

Gymnastics, 1 



Senior Year. 

Pedagogy, 

Child study, . . ) rt 

T ^. n , ,. , > 9 weeks each, 

Kindergarten methods, j 

Language and grammar, . 

Literature, . 4 . 

Reading, .... 

History, .... 

Geography, 

Numbers and arithmetic, . 

Nature study and physiology, 

Drawing, . 

Penmanship, 

Manual training, 

Music, 

Gymnastics, 1 



Periods Weekly. 

2 
2 

1 

3 
2 
3 



2 

2 
1 
1 

2 
2 



26 

Periods Weekly. 

2 



2 
1 
2 
3 
3 
2 
2 
2 
1 
1 
2 
2 



25 



1 In order that the health of the students in the normal schools may remain unim- 
paired throughout their course, and that the graduates may be prepared to care for the 
physical culture of pupils in their own schools, the Board of Education has voted that 
at least two hours a week of class work in physical training be required of all students 
in the normal schools throughout their course. 

2 During the period spent in the practice schools. 



21 



AIM AND SCOPE OF THE COURSE OF STUDY. 
English Language. 

Miss Learoyd. 

The study of language is continued throughout the two years. 
As the students come from many different schools, their prep- 
aration is varied. It is therefore necessary during the first year 
to consider the essential qualities of language, in order to lay a 
uniform foundation for the intelligent discussion of the work in 
language in the lower grades. 

The subjects taken are considered chiefly from the standpoint 
of the teacher. Suggestions are given for planning and pre- 
senting subjects to a class, and opportunity is given for practice 
before the normal school class. Frequent oral and written 
criticisms are required. The students are expected gradually to 
assume the responsibility of the work in the classroom. 

As far as possible, the work in English is associated with that 
in other branches, and the student is made to feel the importance 
of a skilful use of language both in speech and in writing. 
Those who are especially deficient in knowledge or in practice 
are expected to give the subject extra attention. 

In the second year the teaching of English is considered. 
Good books on the subject are read by the class, for the purpose 
of gaining a high ideal and inspiration for the work. A course 
of study in general language work is suggested, to be used as a 
basis for class discussion and as a guide for individual work in 
planning different types of lessons. The best order of topics in 
grammar is considered, and exercises are planned and given. 

The observation of the work in the practice school serves to 
emphasize and illustrate points discussed. 

Literature. 

Miss Peet. 

Junior year. — The work of the junior year in literature con- 
sists of two courses. The first half-year is devoted to the study 
of American literature; the second half to studies in literature 
for children. 

The course in American literature covers the beginning of 
literature in this country; the colonial period; the national 



22 



awakening; the New York school; the New England writers; 
and the authors of the north and west. It aims not only for 
appreciation of our authors and their works, and a knowledge 
of the development of literature, but for that which is also 
essential for students who are to become teachers, — ability to 
interpret literature to others. 

The course in literature for children covers : first, methods of 
teaching literature and reading in the grammar school; and 
second, studies in literature for children under such topics as : 
the ballad, the epic, the drama, Greek hero tales, the Ivingt 
Arthur Legends, Eobin Hood, Tales of the Wayside Inn, home 
reading for children, the course of study in the grammar school. 
The course aims to make the students familiar with literature 
for children, and to prepare them for their work in the practice 
school during their senior year. 

Senior year. — The aim of the work in literature for the 
senior year is largely cultural. Such masterpieces of English 
literature are studied as will tend to promote breadth of view 
and catholicity of taste. The work covers : first, studies in 
narrative and dramatic literature of the following forms, — the 
ballad, the epic, the drama, the idyl, the romance, the novel, 
and the short story; second, studies in reflective and lyrical 
literature, — the song, the sonnet, the ode and the essay ; and 
third, a brief survey of the historical periods of literature. 

Reading. 

Miss Eogers. 

During the junior year selections from standard authors are 
studied and read orally. Three purposes are kept in view : to 
develop the power of getting the thought of an author, to create 
a desire to reveal it to others, and to acquire skill in its ex- 
pression. 

In the senior year attention is centered upon the pedagogical 
aspect of the subject. Methods of teaching reading in public 
schools, literature for children, story-telling, and dramatization 
are some of the subjects considered. The aim is to give students 
a working knowledge of the whole subject, and to arouse the feel- 
ing that their work as teachers of reading is incomplete unless 



23 



their pupils have not only power to read fluently, but also a taste 
for good books. 

Elementary Latin. 

Miss Martin. 

The modern idea of gaining the much-needed additional time 
for Latin in the public schools by extending the course down- 
ward into the grades is both a natural and a reasonable one; 
and the introduction of this study into the last year of the 
grammar school curriculum has been carried into effect in many 
representative schools. It is fitting that the normal school take 
note of this fact, and provide means for training such of its 
students as may desire to prepare themselves for work in this 
line. 

In accordance with this view, a class has been organized for 
the consideration of methods of teaching the " beginner's Latin." 
Membership is optional. The class is open to special students, 
and to students of the second or third year whose general stand- 
ing warrants their undertaking the additional work. 

In the weekly recitation period the ultimate purpose of the 
study of Latin is noted, the results to be secured in the first 
} r ear's work are made clear, and the means of attaining these 
results receive full discussion. The importance of drill is easily 
apparent; indeed, the work of the teacher of first-year Latin 
may almost be summed up in that word. Hence the necessity 
of a thorough discussion of the various modes of drill calculated 
to secure the desired results, viz., the gaining of a vocabulary, 
the mastery of forms and the acquisition of the more important 
principles of syntax. Various devices and aids, in the shape of 
drill cards, drill books, etc., are provided, and these are carefully 
examined and discussed. 

The leading modern text-books covering first-year work are at 
hand, and detailed study is made of the different types. Enough 
lessons are worked out in each book to bring the student-teacher 
into sympathy with the spirit of the book, and give him an intelli- 
gent appreciation of the author's method. The more difficult 
forms and constructions receive special attention, and the com- 
parative method of study rendered possible by the number of 
different text-books available is emphasized throughout the 
course. 



24 



Arithmetic. 

Miss Peet. 

There is an arithmetic of books and one of actual concrete 
situations in life. When the first is taught to the exclusion of 
the latter, the pupil has but a poor incentive for the stuoVy, and 
gains but little ability in the application of his knowledge. To 
avoid the narrowness of such a training the arithmetic is brought 
into contact with the activities of the student. It is based upon 
manual training, nature study, geography, and other interests 
of the school, home and community life. The work with the 
training class covers the senior year. During ,the first half of the 
year the class discusses the principles underlying the number 
work of the primary school and works out their application 
through teaching exercises. During the second half of the year 
the class reviews advanced arithmetic and develops methods of 
teaching it. Books are used for reference, but the endeavor -here, 
as elsewhere, is to find the arithmetic of the actual office, shop 
and home. 

Geometry. 
Miss Martin. 

The course is planned to include (1) a review of demonstra- 
tive geometry and (2) a detailed study of concrete or observa- 
tional geometry. The two are carried along together. 

In the demonstrative work special attention is given to secur- 
ing exactness in reasoning and in expression and to helping stu- 
dents towards that mastery of the subject which may reasonably 
be expected of teachers in the elementary schools. In this con- 
nection the origin and development of the science are made a 
matter of study, and the scope and plan of the ordinary text- 
book in geometry are noted. The general object in this part of 
the work is to confirm and supplement and make exact the stu- 
dent's knowledge, to broaden his outlook, arouse fresh interest, 
and awaken a sense of the teacher's responsibility towards the 
subject. 

The course in concrete geometry develops the elementary defi- 
nitions, and such of the simpler truths of the science as lend 
themselves to objective treatment. A topical outline in the hands 



25 

of students furnishes a basis for discussion of methods of work 
and the selection and arrangement of material. The leading 
text-books in this department are reviewed, and to some extent 
practically tested. Laboratory work and field work are promi- 
nent features. The general aim is to put students in possession 
of approved methods of teaching in elementary schools those 
parts of geometry which by general consent are adapted therefor. 

Algebra. 

Miss Martin. 

The general purpose is to review and supplement the student's 
knowledge of the subject-matter, and to establish clear and sim- 
ple methods of teaching tl le more elementary topics. This in- 
volves (1) a thorough study of the processes underlying the 
solution of simple equations and the simpler forms of quadratics, 
(2) the discussion of methods of solution of equations of these 
types, and (3) the discussion of problems involving such equa- 
tions, together with devices for making real to a class of begin- 
ners the conditions of a problem. The aim is to develop facility 
in algebraic operations, to give an intelligent grasp of the sub- 
ject-matter, and to form the habit of regarding it from the 
teacher's point of view. 

Psychology. 

Miss Goldsmith. 

The course in psychology extends throughout the junior year. 
The aim is to secure a clear understanding of the fundamental 
laws which govern mental activity, as well as to develop a larger 
sympathy with human life as a whole and an appreciation of the 
conditions existing in immature minds. Careful attention is 
given to the processes by means of which knowledge is acquired 
and elaborated, the sources of knowledge, both general and psy- 
chological*, and the function and development of the mental 
faculties. Since the work is intended to be of practical value 
rather than of merely theoretical interest, illustrations and ap- 
plications are demanded throughout the course. 



26 



Pedagogy. 

Mr. Pitman^ 

The course in pedagogy extends throughout the senior year. 
Its chief aim is to develop an understanding of the principles of 
education as derived from the study of psychology in the junior 
year, and of their application to school organization and govern- 
ment and to the art of teaching. The course comprises a study 
of the various educational agencies; of the educational values of 
the several subjects of instruction, and of their interrelations; 
of school organization and management; of the physical condi- 
tions of the school; and of the hygiene of the schoolroom. The 
work in the model schools is done in connection with this course, 
and the observations and experiences of the students are drawn 
upon extensively to illustrate the classroom discussions. 

The course also includes a study of the lives of the great edu- 
cational reformers and of their contributions to the science of 
education. This work is largely biographical, and is devoted 
chiefly to a critical study of a few of the leading educators of 
modern times. 

A portion of the course is also devoted to a consideration of 
the historical development and the characteristic features of 
the Massachusetts school system, and a sufficient knowledge 
of the school laws is imparted to make the students familiar with 
the rights and duties of teachers. 

Teachers now in the service who are intending to enter the 
school to take a year's special work should make a thorough 
study of James's Briefer Course in Psychology, Halleck's Psy- 
chology and Psychic Culture, or some other book of equal scope. 

Child Study. 

Miss Paine. 1 

The course in child study is carried on during the seniors' 
practice teaching. The work is made as practical as possible. 
Discussion is based upon the study of such texts as Howe's 
" Physical Nature of the Child " and Kirkpatrick's " Funda- 
mentals of Child Studv." 



1 Miss Hobbs, substitute. 




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The aims of the course are: — 

To enable students to see the need and the value ef education's 
being more hygienic. 

To render sympathy more intelligent. 

To show how the laws of psychology and pedagogy may be 
applied. 

To give students a knowledge of and practice in methods of 
child study. 

Opportunity for the observation of individual children is 
given. Keports and discussions based upon these observations 
are made a part of the class work. 

Kindergarten Methods. 

Miss Noyes. 

This course docs not train students for kindergarten teaching. 
It is given to the entire senior class, and aims to acquaint them 
with the methods and materials of the kindergarten, and its 
function as a foundation and preparation for the primary school. 
It gives them a practical understanding of the kindergarten, 
emphasis being placed upon its necessarily close relationship to 
and connection with the first grade. The importance of this 
formative period of the child's life, and Froebel's means for 
successfully developing the child through his own self-activity, 
are dwelt upon. 

The following are the subjects considered: — 

Biography of Froebel, the founder of the kindergarten, followed by 
a study of his principles as contained in " The Education of Man," 
and " Die Mutter und Kose Lieder." 

Nature work as adapted to children of kindergarten age. 

Play as an educational factor. 

Songs and games. 

The gifts and occupations. 

Story telling. 

Constant opportunity is given the students for carefully super- 
vised observation and practice in the kindergartens as well as 
the first grades of the practice school, so that theory may at 
once be made practical. 



Zoology. 

Miss Goldsmith. 

The purpose of the work in zoology is to give the students as 
clear an idea of evolution as is possible in the time allowed, and 
to lay a broad foundation for a comprehensive understanding of 
the study of human physiology. For the accomplishment of 
this purpose the course begins with the lowest forms of animal 
life, and continues with the more complex organisms in the order 
of their development. In each stage of development the charac- 
teristics of type forms are emphasized. Allied forms are con- 
sidered in connection with the type forms.- 

In the laboratory, by dissection and careful observation, both 
external and internal organs are studied with reference to their 
structure, position, relation and function, together with the 
special office of each in the animal economy. Additional knowl- 
edge is gained by reading and drawing. There are frequent 
discussions of the problems of heredity, of environment and 
adaptation to environment, and of the survival of the fittest. 
These lead to a clearer insight into the forces at work which in- 
fluence the life and structure of the various forms of the animal 
kingdom. The fine collection of specimens at the Peabody 
Academy of Science affords unusual facilities for the pursuit 
of this branch of study. In the spring, opportunities are given 
to become familiar with the common birds and their songs. 

The aim of the work in zoology is to fit the students to lead 
children to love and care for God's creatures; to observe their 
habits more closely, thereby learning lessons in industry, perse- 
verance, patience and fidelity; and to give them a keener appre 
ciation of the wonders and the beauty of the abundant life with 
which we are surrounded. 

Botany. 
Miss Goldsmith. 

The study of plant life is undertaken with two ends in view, — 
to arouse students to an enthusiastic observation of plants, and 
to give them a thorough foundation for the study of nature with 
children. The evolution of plants, the life history of types and 
the relations of plants to their surroundings are the general 
subjects considered. 



29 

As soon as possible the students are expected to work out for 
themselves the life history of a plant. To aid them in this 
work; laboratory manuals, an abundance of good reference books, 
(ling-rams and pictures, microscopes and prepared slides are fur- 
nished. Students are urged to gather specimens whenever it 
is possible. Some time, outside of the recitation periods, is ex- 
pected to be given each week to laboratory or field work. Occa- 
sional field trips are intended to arouse enthusiasm in the study 
of plants, and to show the necessity of an intimate acquaintance 
wit 1 1 plants in their natural surroundings. 

Physics and Chemistry. 

Mr. Whitman. 

The aim of the work in physics and chemistry is to lead the 
student to acquire the power of accurate observation, clear think- 
ing and correct expression, and to gain the ability to direct 
others to acquire these same powers. The class-room work in- 
cludes informal lectures, demonstrations, reports of students, and 
discussions. Opportunity is given to students to prepare and 
present some topic or demonstration before the class. Practice 
in planning work to be presented to elementary pupils and 
criticisms of plans presented by other students are required. 
About half the time is allotted to individual laboratory work. 
The object of this work is to give the student sufficient skill in 
manipulation of apparatus to be able to demonstrate successfully 
before a class, and to give more intimate knowledge of the sub- 
stances, processes and principles which are discussed in the class- 
room. Ample laboratory facilities are provided for independent 
work by the students. 

Physics. — Portions of physics are selected with a view to 
making the science of physics useful to the student: Certain 
facts, laws and theories must be acquired as a foundation. The 
explanation of- natural phenomena and of many of the appli- 
ances common in our every-day life lead back to fundamental 
principles. Special emphasis is given to the relation of physics 
to industrial progress, to improvements in home comforts, to 
advances, in modes of travel and communication. Excursions 
are planned to show the applications of physics in commercial 
use. Many topics are treated from the historical side. 



30 



Chemistry. — The work in chemistry includes : a study of the 
common elements and their more important compounds ; practice 
in indicating chemical reactions by equations; some mathe- 
matical work, based on both the volumetric and gravimetric 
relations which an equation expresses; comparison of the ideas 
of early philosophers and alchemists with those of to-day; 
theories and fundamental laws; important chemical discoveries; 
sketches of the lives of the founders of chemistry and of those 
who have done most to develop the science; explanations of the 
common chemical phenomena, and the applications of chemicals 
and chemical processes in daily life; industrial chemical proc- 
esses, and visits to industrial plants dependent upon chemical 

processes. 

Physiography. 

Mr. Cushing — Mr. Whitman. 

The course in physiography is made to include enough of 
astronomy for the student to gain a clear notion of the relation 
of the earth to the other members of the solar system and the 
universe; of mineralogy, to interpret the physiographic history 
of parts of the earth from the study of bed rocks; of historical 
geology, to appreciate that the earth, with its animal and vege- 
table life, is an evolving organism, and that the present condi- 
tions show one stage of that evolution; of physical geography, to 
understand the typical processes affecting the earth's surface and 
the resulting land forms. The object of the course, other than 
general culture, is to build up the background for the earth 
sciences that are taught in the elementary schools. It is made 
preparatory to the course in geography that follows the next year. 

Field trips and laboratory work take an important part in 
this work. The immediate surroundings offer diversified ma- 
terial for field work. The school is well equipped with a large 
astronomical telescope, with individual and exhibition rock and 
mineral specimens, and a museum of selected fossils. 

Geography. 

Mr. Cushing. 
In this course the fundamental principles of the science are 
evolved from the study of the home locality, so that the under- 
standing of the mutual relations of man and his environment 




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becomes observational knowledge. The method of instruction is 
such as to tend to develop the reasoning power of the strident as 
the facts of geography are studied. 

Much time is spent in interpreting the materials found in text- 
books on the subject in elementary schools, in map reading, in 
the use of diagrams, models, pictures, specimens and the other 
geographic helps. 

An intensive study of the pedagogy of geography occupies a 
period near the end of the course, after the students have gained 
abundant illustrative material and experience in the previous 
\\<>rk of the class and in the practice school. The place of geog- 
raphy in the school curriculum is justified and the part it plays 
in reaching the ends of education is defined. A graded course 
of study is worked out on this basis. 

The school possesses special advantages for geographic study. 
Salem has diversified land forms which determine varied indus- 
trial ;icti\ ities. An excellent harbor and near by rivers show well 
their influence over human activities. A geography garden is de- 
\ eloped in the spring by the normal and practice school pupils. 
The department has one of the best geography museums in the 
State. 

Nature Study. 

Miss Warren. 

From the courses in botany and zoology of the junior year the 
pupils have gained some knowledge of the theory of evolution, 
and have learned many important facts concerning both plant 
and animal life. 

The aim of the work in nature study is to find a way in which 
to interest the child in the life of the wonderful world about 
him, and through this growing appreciation to awaken the desire 
to find out things for himself; also, to correlate the knowledge 
gained by the study of his environment with his work in litera- 
ture and art. 

The child must first see things before he can reason about 
them. Unconsciously through this reasoning valuable lessons 
are learned, and by a better understanding of the great truths 
of nature, he gains a broader conception of life. 

The value of the work depends upon the spirit in which it 



32 



is undertaken. The habit of observation and inquiry will lead 
to a sympathy with nature that will be not only a source of 
happiness, but will tend to an enrichment of life. 

The School Garden. 

A part of the school grounds is devoted to a garden, in which 
the students of the normal school have an opportunity not only 
to plant a small plot of their own and care for it, but also to 
supervise the work of children from the practice school. Thus 
they learn to make practical the ideas they have gained con- 
cerning plant life, and will be able to establish gardens in schools 
where they may teach. The work is under the supervision of 
Miss Warren in the normal school and Mr. Rand and other 
teachers in the practice school. 

The work in the garden is a means toward an end. The 
teachers have an opportunity to make nature study practical, 
and to encourage the children to have gardens of their own, in 
order that they rnay have interests at home. They promote a 
spirit of co-operation and helpfulness among the children, loy- 
alty to the school in making the whole garden attractive, and 
generosity in contributing a portion of their produce to hospi- 
tals. 

The garden furnishes material for work in the schoolroom. 
In arithmetic, there are practical problems of expenditure of 
money for material and labor and of income from products 
raised, and measurements to be made in planning and laying 
out the garden. In language, subjects for composition and dis- 
cussion are presented in the preparation for the outdoor work, 
and as a result of experience gained in the garden. In manual 
training, there are problems to work out, such as tools, frames 
to support vines, cold frames, etc. Knowledge of moisture, 
soils, relation of plants and animals, food products, forms a 
basis for practical geography. There are plans of the garden 
to be drawn, vegetables in different stages and flowers for the 
study of form and color, flowers to be arranged artistically in 
vases, effective arrangement of flowers in the garden to be con- 
sidered. By thus grouping much of the indoor work in the 
spring about the garden, the teacher makes the garden a natural 
center from which other lines of work radiate. 




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Physiology and Hygiene. 

Miss Warren. 

The work in physiology being a continuation of the work 
in biology, the same general plan is followed. The main point 
in the consideration of the subject is hygiene. 

To know how to care for the human body that the best results 
may be obtained, it is necessary : — 

1. To consider it as a whole. 

2. To become familiar with the functions of the organs and 
with their mutual dependence and co-operation. 

The laboratory method is continued in this branch of study. 
The dissection of a mammal as a complete organism, and of in- 
dividual organs of different animals, throws much light upon 
the structure and functions of corresponding organs in man. 

A life-sized manikin, a human skeleton and microscopic slides 
are valuable aids in the work of anatomy. 

Each of the following systems, the respiratory, the circulatory, 
the digestive, the excretory, the nervous, the muscular and the 
osseous, is studied in detail. The intimate relation of each sys- 
tem to the others, and the importance of keeping each in a 
healthy condition to ensure an harmonious whole, are strongly 
emphasized. In addition, attention is given to the special senses, 
particularly to the structure and hygiene of the eye and ear. 
The effect of alcohol and tobacco upon the human system is 
taken up in connection with the consideration of the organs 
and their functions. 

One practical application of the knowledge obtained in the 
class room is the intelligent treatment of emergency cases. Some 
instruction in regard to symptoms is given, in order to convey 
to the minds of the students an estimate of the general appear- 
ance of the more common diseases. This will help them, in 
their future work as teachers, to detect conditions of doubtful 
health, and to comprehend intelligently directions given by school 
physicians. 

Special stress is laid upon the hygienic effects of clothing, 
bathing, food, sleep, recreation and rest. As the body is the 
instrument through which the mind finds expression, a better 



34 



understanding of its mechanism and of hygiene is very im- 
portant for those who are to take up the teacher's profession, 
that they may be instrumental in helping the young to a more 
harmonious and effective physical development. 

Physical Training. 

Miss Warren — Miss Kogers. 

In the work of physical training the Swedish system of gym- 
nastics is employed. Physical exercise has a two-fold purpose; 
it invigorates the body and it relieves mental tension. 

The floor work includes all the fundamental positions of the 
body, as bending, twisting, jumping, running and marching. It 
is supplemented by the use of apparatus, which gives added in- 
terest and enthusiasm to the work, and a greater opportunity 
for muscular development. The gymnasium is provided with 
stall bars and benches, double booms, jumping standards, verti- 
cal ropes, a Swedish ladder and a horse. The work is varied 
occasionally by gymnastic games, which are calculated to de- 
velop self-control, precision, dexterity and concerted action. 
Ehythmic movement is a strong feature of the work. During 
the senior year opportunities are given the students for con- 
ducting gymnastic exercises as practice in teaching. 

Association in the gymnasium promotes a social spirit, which 
serves as a bond of union, and tends to give a healthy impetus 
to the fulfilling of the requirements in other departments of 
study. The aim of the work is not only to help the student to 
gain a more intelligent mastery of the body, but also to train 
the mental and moral faculties. 

The vitality and usefulness of the human body are also fur- 
thered by correct carriage, proper breathing and regular bodily 
exercise. Whatever, therefore, conduces to develop the chest, 
straighten the spine, purify the blood and distribute it to the 
various organs, and to improve the personal appearance gen- 
erally, is a matter of vital importance. 

We cannot too strongly emphasize the fact that a sound mind 
in a sound body is a prime requisite for success and effectiveness 
in any department of life. 



35 



United States History. 

Miss Deane. 

The study of United States history is included in the second 
year of the course. The work is planned with two general aims 
in view: (1) the review and establishment of the essential facts 
and principles of American and allied English history, treated 
from the academic standpoint; and (2) the consideration of the 
material in its adaptation to the elementary school. Effort is 
made to broaden the student's acquaintance with authoritative 
historical works and to aid him in the selection and handling of 
material. To this end, special presentations of topics requiring 
research have an important place in the plan of study. 

The elements of civil government are considered from the 
standpoint of their actual operation rather than from that of 
theory, thus necessitating attention to current political events. 
Book study of the principles of government must be supple- 
mented by familiarity with concrete examples. 

Music. 

Mr. Archibald. 

The work in this department is designed to enable students 
to teach such principles of music as will apply to instruction in 
this subject in the several grades of the public schools. 

Tune, time, technique and the aesthetics of music are con- 
sidered. The exemplification of these subjects is observed in 
the model schools, and practice in these lines is afforded the 
student under the guidance of the regular grade teachers. 

One period weekly is given to general exercises in music, 
when the following subjects are considered : — 

(a) The principles of conducting, as applied to chorus sing- 
ing and general school work; also practice in the same. 

(b) Musical appreciation through listening to good music 
performed by the students and by professional artists, and also 
through the use of a piano player. 

(c) Chorus singing in preparation for the graduation exer- 
cises. 

A good library of pianola rolls is at the disposal of the 
students, and much laboratory work in music is accomplished. 



36 



.A glee club, selected by competition, rehearses weekly, 'sings 
at various entertainments of the school, and gives an annual 
concert. An orchestra of stringed instruments is also one of 
the musical activities of the school. 

Manual Arts. 

Mr. Whitney — Mr. Eied. 

The subject, the manual arts, presents itself in various phases. 
It is frequently subdivided under the following headings : struc- 
tural drawing, decorative drawing, and appearance drawing. 
Structural drawing involves the making and reading of struc- 
tural drawings, and the ability to handle tools and to construct 
the objects planned and designed. Under this head are taught 
sewing, weaving, work in leather, metal and wood, and book 
binding, as well as work of various kinds for the school and the 
garden. Sewing as taught in the grades of the practice school 
includes the making of both useful and beautiful objects for 
home and school life. Weaving includes basketry, the making 
of rugs, hammocks, school bags, cushion covers, portieres and 
o'ther hangings, with the application of woven or stencilled 
designs. Under the head of leather work the pupils study the 
different kinds of leather, their preparation and use in industrial 
training. The same plan is followed in connection with the 
metal work. The wood work includes the making of a great 
variety of articles : trapezes, swings, teeters and other apparatus 
for the outdoor gymnasium; fences, lattices and trellises for the 
school gardens ; screens, book racks, trays and many other articles 
for use in the schoolroom and the home. This line of industry 
develops a wide range of thought, originality, imagination and 
activity. It renders a drawing intelligible through experience, 
cultivates reasoning power and manual skill, and trains the eye 
and the hand. There are many preliminary problems given 
under the topic book .binding. These are the construction of 
blotter pads, letter cases, boxes, portfolios, note book covers, etc. 
Later, the folding, sewing and binding of school work of many 
kinds is introduced. 

The individual does not know the meaning of industry until 
he has himself constructed some object, — until x he knows the 




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process as well as the product, — until he has produced the 
thing as planned. Through this structural work the student in 
the normal school gains an insight not only into his profession 
as a teacher, but knows at least a little of that which concerns 
the life of the masses. He does not know what the pupils' work 
in life may be, but through such training is fitting them for 
many lines of industry, and is entering into their life and ex- 
perience. 

As working drawing is the language of construction, so 
decorative drawing is the language of beauty or ornament, not 
only when applied to the thing constructed, but even in its 
general form or outline. This branch of drawing deals with the 
history of art, with the principles of design; and with the appli- 
cation of these principles to every possible line of constructive 
and decorative work. It involves the study of the theory of color 
and its applications to structural and decorative purposes, and 
includes the planning of harmonious schemes of house and school 
furnishing, home decoration, and dress. 

Appearance drawing cultivates the ability to see and express 
one's thoughts correctly in line, tone and color. It involves a 
knowledge of the object, of the laws of convergence, foreshorten- 
ing, light and shade, and color. It is necessary that the teacher 
grasp these principles and be able to apply them constantly. 
In connection with appearance or pictorial drawing, landscape 
sketching and composition are studied, and field trips with the 
sketchbook as an important factor are not unusual. This topic 
includes nature study in its broad sense, and illustrative drawing 
in every line of school work, the mediums used being pen and 
ink, water color, lead pencil and crayon. The students make 
both scientific drawings and pictorial representations of fruits, 
flowers, foliage, different stages of plant growth, birds, butter- 
flies and moths, sea shells, mosses, etc. Language and literature 
afford a broad field for illustrative sketching and for picture 
study. Geography and history require frequent pictorial ex- 
pression and a ready response of the hand to the thought of 
both teacher and pupil. The pupil who can illustrate a problem 
in arithmetic, algebra or geometry makes the facts in the problem 
much more definite and vital to himself and to the class. 



38 



It is the constant effort of the department to make itself 
helpful in meeting the problems of school life, and to comple- 
ment the work of the other departments. Each year there is 
given a course of lessons in free blackboard sketching, which is 
a very important accomplishment for the grade teacher. Such 
work awakens interest, holds the attention, and cultivates a 
desire on the part of the child to express himself jn the same 
free and spontaneous manner. 

Occasional lectures are given by the State supervisor of draw- 
ing and others upon important subjects influencing drawing in 
the public schools, and upon more general topics in art. These 
lectures have a decided influence upon the pupils, and create 
an interest in many lines of art study and industrial training. 
To these is added a short course on the history of art, dealing 
with the various schools of architecture, sculpture and painting, 
from Egypt to the Eenaissance. When possible, visits to the 
Museum of Fine Arts are made for study and review. 

Each student is required to observe the work of the super- 
visor and of the teachers in the grades of the practice school, 
to present illustrated reports on these observations, and to give 
lessons in this work under supervision and criticism. Outlines 
of work for the grades in the practice school are arranged from 
montlr to month, and the normal school pupils observe their ap- 
plication in the work with children. Students who complete 
the course should be able to plan and arrange adequate outlines 
of work for use in their own teaching, or to follow intelligently 
the outline of a supervisor. 

Penmanship. 

Mr. Doner. 

Penmanship is taught during both the junior and senior years. 
One period each week is devoted to practice under the personal 
direction of the supervisor, for the purpose of developing a 
plain, practical style of writing. Students are required to prac- 
tice at least fifteen minutes a day, and to submit their practice 
work to the supervisor for inspection, criticism and gradation. 

In the junior year the object of the work is to lay a thorough 
foundation in position, penholding and movement; also to drill 



39 



in word, figure, sentence and paragraph writing. In the senior 
year the object of the work is to improve the general quality 
of the writing and develop speed, so that the students will be 
able to write automatically a smooth, plain, practical hand. 
Students will be able to write well if they conscientiously try 
to apply the movement in all their written work. Since writing 
is essentially a co-ordinated movement, it has to be developed 
through patient and persistent practice. The seniors are also 
given blackboard practice, practice in counting, and in teaching 
lessons before their own classes. The seniors have ample oppor- 
tunity to observe the teaching done by the supervisor and the 
regular teachers in the practice school. During the senior year 
the supervisor outlines a scheme for each grade, so that the 
students will have a knowledge of the theory of teaching the 
Mibject of penman-hip in all the grades in the public school. 

A teacher cannot teach what she does not know. Therefore, 
the purpose in this department is to give the students a practical 
working knowledge of the subject of penmanship, so that they 
will be able to write well themselves and in turn teach others 
to write well. Theory and practice go hand in hand, but the 
students are given so much of the practical side that the theory 
becomes a reality. 

COnriERCIAL DEPARTflENT. 
Entrance Requirements. 

The requirements for admission to the prescribed course of 
three years will be the same as for students who apply for ad- 
mission to the elementary course, except that graduates of 
commercial courses in approved high schools will also be eligible. 
The latter may choose, from the subjects classified below under 
Group VI., substitutes for those required under Groups II.-V. 
(see page 12). Certificates will be accepted in lieu of examina- 
tion in those subjects in which candidates have attained a rank' 
of not less than B, or eighty per cent., and examinations will be 
given in other subjects. Students who complete this course will 
receive special diplomas. 

A condensed course of one or two years will be offered to 
graduates of colleges, normal schools and private commercial 



40 



schools, and to teachers of experience. Appropriate certificates 
will be awarded to special students who complete approved 
courses of study. 

Group VI. — Commercial Subjects. 

(a) Bookkeeping. — Ability to open and close a set of books 
by single or double entry, to change from single to double entry, 
to explain and illustrate the use of the different books. 

(b and c) Shorthand and Typewriting. — Mastery of the 
principles of Pitmanic shorthand and their application, and of 
the work-signs and contractions of the particular system studied. 
Transcription on the typewriter of dictated material, to test 
accuracy in reading shorthand notes. Much importance is at- 
tached to correct spelling, capitalizing and paragraphing, and 
to skill in arranging typewritten material on a page. 

A similar examination in Gregg shorthand will be given for 
those who wish to offer this instead of a Pitmanic system. 

(d) Commercial Arithmetic. — Computations relating to ex- 
tending and footing bills; percentage, including interest, dis- 
count, partial payments, commission and brokerage; partnership 
settlements; etc. 

(e) Commercial Law. — Knowledge of such phases of law as 
contracts, negotiable paper, agency bailments, partnership, cor- 
porations and insurance. Ability to draw up approved legal 
forms such as powers-of-attorneys, checks, and notes. 

(/) Commercial Geography. — A knowledge of principles that 
control the production, distribution and consumption of com- 
modities, gained from a study of the local environment and a 
standard text, will fit the candidate for this examination. 

The Course of Study. 

Junior Year. 

Hours per Week. 

English, ........... 2 

Shorthand, 4 

Typewriting, 5 

General history, 2 

Physiography, 2 

Commercial arithmetic, ........ 2 



41 

Hours per Week. 

Elementary bookkeeping, 4 

Penmanship, ^ 

Physiology, ^ half year each, 2 

Gymnastics, 2 

Music, . . 1 

26 

Middle Year. 

English, 2 

Penmanship, . . . } 

Commercial correspondence, \ half y ear each > ; ■ • * " • 2 

Shorthand, .......... 3 

Typewriting, 3 

American history and civics, 3 

Industrial physics, . ) . . . 

T , , . , , . ; \ halt year each, 2 

industrial chemistry, ^ 

General geography ? ha ,f yea r each, .... 3 
Commercial geography, $ 

Bookkeeping, 3 

Psychology, 3 

Gymnastics, ........ . . 2 

Music, 1 

27 

Senior Year. 

Literature, ' 4 

Shorthand, 3 

Typewriting, 3 

History of commerce, 2 

Commercial law, ) . __ 

„ . S- halt year each, ..... 3 
Economics, . $ 

Industrial geography, ........ 3 

Penmanship, 1 

Advanced bookkeeping, . . . . . ... . 3 

Pedagogy, • . . 2 

(Observation and practice teaching, 9 weeks.) 

Gymnastics, 2 

Music, ........... 1 

27 



42 



English. 

Miss Learoyd. 

The course is planned for two years. It is intended to give 
the students a thorough knowledge of the language as far as 
it may be obtained by consulting reference books on the sub- 
ject and by reading literature, and to offer systematic training 
in expression in speech and writing. At first, the aim will be | 
to ascertain the needs of the individual, and to establish habits 
of accuracy and of systematic methods of work. Exercises in 
spelling, definition, dictation, taking notes from dictation and 
letter writing, including the phraseology of business English, 
will receive attention in proportion to the needs of the class. 
A detailed study of words, the sentence, the paragraph and the 
whole composition will form the basis of most of the work of 
this year. Frequent opportunity will be afforded to students 
to write short daily themes and occasional long themes, to plan 
talks efficiently and to gain ease in speaking before the class. 

During the second year an effort will be made to arouse the 
students to an interest in the best works of modern literature. 
The reading and discussion will be concerned chiefly with sub- 
jects involving description and explanation. Exercises for culti- 
vating accuracy and fluency will be continued. Themes will 
include the results of extended study on some topic connected 
with trade and industry; review and criticism of commercial 
text-books. There will be an opportunity for the students to test 
their power of presenting subjects clearly to the class and of 
directing the work of the class room, and to acquire skill in 
careful and just criticism. 

It is hoped that the result of the work of the two years will 
be to give confidence and power in clear and easy expression 
both in speech and writing. 

Commercial Correspondence. 

Miss Smith. 

Two hours a week for a half year are devoted to the study 
of forms of business correspondence, and to practice in the 
writing of business letters. On the professional side, the im- 



43 

portance of the study to high school classes is considered and 
methods and text-books are discussed. As an additional drill, 
some of the clerical work of the school is done in this course. 

Literature. 

The course in English literature is mainly cultural. It aims 
to give a» appreciation of literature in an intimate relation with 
our modern social and economic point of view; and to develop, 
as far as a single course can hope to, the breadth of view essential 
for every teacher. In the literature covered special emphasis is 
laid upon the evolution of the periodical and the essay. The 
first covers the ground from the Spectator to the Century and 
the Atlantic; and the second includes such essayists as Lamb, 
Macauley, Carlyle, Emerson, Arnold, Warner, and Stevenson. 
Further than the work on periodicals and the essay, the course 
consists of a brief study of the novel and the short story and a 
more extensive study of the poets of the nineteenth century, — 
Tennyson, Browning, Arnold, Morris, Clough and Swinburne. 

History. 

Miss Deane. 

The chief aim of the courses in history is the comprehension 
of present economic and political conditions as revealed through 
the study of their development. To this end the work is arranged 
in three courses, for successive years, including general history, 
American history and civics, and the history of commerce. Thus, 
the background is furnished, by the preliminary survey of general 
history, for the more intensive study of the principles of in- 
dustrial evolution treated in ^ the fields of American history and 
the history of commerce. The courses aim to acquaint students 
with the best available sources, and to develop their power in 
handling material independently. Provision is made for close 
connection between this department and the related subjects of 
industrial geography and economics. 



44 



Geography. 

Mr. Cushing. 

During the first year the work in physiography aims to con- 
struct a broad basis for understanding commercial geography. 
The nature of climate and land forms and their influences on 
man are made the principal objects of study. Some regional 
geography is taught. 

Economic geography is taught the second year. It is re- 
garded as the meeting ground of geography and economics. The 
course is based upon the work in geography of the preceding 
year, in which is emphasized, more particularly, the study of 
those forces in nature which are working on man and so influenc- 
ing his activities. An equal emphasis is now placed upon man's 
reaction to his environment, and those principles of economics 
are derived which help to explain the production, exchange, dis- 
tribution and consumption of goods. The laboratories of this 
course are : local industrial establishments, the freight house, 
yard and cars, local docks and freighters. 

Abundant concrete illustrative material is exhibited in the in- 
dustrial and commercial museum, which is one of the new fea- 
tures of the department. In it are shown the raw materials 
of commerce. Many business houses have contributed to this, 
so that the various stages of production to the finished products 
of commerce, in many lines, are exhibited. Pictures and stereo- 
scopic views help to clarify the subject. United States consular 
reports, census, statistical and other government reports, news- 
papers, market quotations, magazines and the modern texts, 
such as Eedway's and Chisholm's, are used as sources of facts, 
from which principles are derived and illustrated. 

An advanced course, entitled industrial geography, is offered 
for the third year. This is founded on observational work with 
the tanning and shoe industry of Salem and Peabody, and leads 
to the study of the history and organization of industries as 
influenced by geographic conditions. It concludes with an 
intensive study of the resources, industries, markets and trans- 
portation in the United States, and the industrial personality 
of nations. 



45 



Physics and Chemistry. 

Mr. Whitman. 

This course includes the more important principles of physics 
and chemistry, and aims to make the student familiar with many 
of the common scientific terms, chemical materials and opera- 
tions which are likely to be met in commercial work. The course 
consists chiefly of class-room talks, demonstrations, and discus- 
sions about the applications of physics and chemistry in com- 
mercial and industrial operations. Some individual laboratory 
work will be given. There will be opportunity to study applied 
physics and chemistry in their relation to local industries. A 
number of industrial plants will be visited by the class. 

Economics. 

Mr. Meredith. 

Economic phenomena are at present much more definite and 
numerous than in the early times, when communities were 
equipped for war rather than for industry. The aim of this 
course is to provide the student with a thorough knowledge of 
the intricacies of the social system by which he is environed, and 
the best methods of interesting younger pupils in the practical 
problems of modern community life. The value of this course 
is also increased by a study of the application of economic prin- 
ciples to current civic problems and legislation concerning them. 

A suitable library containing works relating to the subject 
of economics is at the disposal of the students. 

Pedagogy. 

Mr. Pitman. 

Pedagogy is a prescribed subject for all students in the com- 
mercial department. In addition to the essential features of 
the regular elementary course it includes a consideration of 
many of the problems of the secondary school, and particular 
attention is given to the pedagogical aspects of commercial 
education. [See description of course in Pedagogy, p. 26.] 

Teachers now in the service ' and other prospective students 
who have not pursued a course in ps}^chology and who are in- 



46 



tending to take a special course in this department should make 

a thorough study of James's Briefer Course in Psychology, Hal- 

leck's Psychology and Psychic Culture, or some other book of 

equal scope. 

Commercial Law. 

Mr. Meredith. 

The whole scheme of commercial activity is regulated and 
controlled by the laws of business, and the character and in- 
tegrity of business conduct are defined by these laws. The aim 
of this course is to give the student a knowledge of the essentials 
of commercial law, and to develop the best methods for im- 
parting this knowledge to others. The work of the text-book 
is supplemented by real or hypothetical " cases/' in which the 
law principles learned are applied. 

A library of commercial law text-books is at the disposal of 

the students. 

Bookkeeping. 

Mr. Meredith. 

Bookkeeping is the most important and usually the most at- 
tractive study of the distinctively commercial group. It is the 
subject with which all the other subjects of this group are most 
closely correlated. The aim of the course is to give the student 
a thorough understanding of the principles of bookkeeping as 
well as of the various approved methods for teaching the same. 
Both class and individual methods of instruction are used. 
Business practice is also carried on as a part of the work of this 
course. 

The advanced course in bookkeeping consists of the study of 
the theory of accounts and the fundamental principles of ac- 
counting. The methods of keeping the books of a modern bank 
and also those of some local industry are studied. 

Commercial Arithmetic. 

Miss Townsexd. 

Arithmetic occupies an important place in the curriculum of 
a commercial department. It is very closely correlated with 
bookkeeping and helps to interpret other general commercial 
subjects, such as commercial geography, transportation and 




o 
o 

53 



pa 

04 



47 



finance. The aim of this course is to give the student an 
accurate knowledge of arithmetic in its application to business 
practice. The theory and practice of teaching it according to 
modern methods is also part of the work. 

Instruction and drill in the use of the adding machine are 
given in this course'. 

Shorthand. 

Miss Smith — Miss Townsend. 

The work of the junior and middle years comprises the study 
of the principles of Benn Pitman shorthand, accompanied and 
followed by drills for speed and accuracy on miscellaneous mat- 
ter. The acquiring of technical skill is the chief aim of the 
(nurse during these years. The professional side of the subject 
is considered throughout 'the course, but it is emphasized in the 
si aior year by the discussion of methods, by the study of 
pedagogical works on the subject of shorthand, by the exam- 
ination and criticism of various text and drill books, by ob- 
servation in the Salem Commercial School, and by observation 
and practice teaching in the Salem High School. 

The Gregg system of shorthand may be continued by those 
students who have had a reasonable amount of instruction in 
it elsewhere. 

Typewriting. 

Miss Smith — Miss Wellman. 

The course has three aims : — 

(a) To acquire proficiency by the touch method in the use of 
both the single and the double keyboard. Much emphasis is 
placed upon the importance of forming correct habits of posi- 
tion, touch, fingering, and manipulating the machine. 

(b) To apply this proficiency to the requirements of secre- 
tarial work. Particular attention is given to the arrangement 
of material and to rapid transcription. The course includes 
practice in the use of the neostyle, the mimeograph, the letter 
press, and similar office devices. Material in the form of corre- 
spondence, outlines, abstracts, programs, etc., furnished by the 
various departments of the school, affords a basis for the ac- 
quisition of experience and skill in this kind of work. 



48 



(c) To consider the subject from the pedagogical standpoint. 
Methods of teaching typewriting are discussed, and various text- 
books are examined, criticised and compared. Observation and 
practice teaching under supervision and criticism constitute an 
important part of the work of the third year. 

Penmanship. 

Mr. Doner — Miss Townsend. 

The aims, methods and matter of this course are stated on 
pages 38 and 39, except that in the commercial department a 
course 8f instruction suitable for high instead of elementary 
school pupils is presented during the senior year. 

THE LIBRARY AND READING ROOn. 

Miss Deane — Miss Martin. 

The general library contains a collection of books now num- 
bering 5,200, including valuable works in all departments. The 
American Library Association system of cataloguing is employed, 
with a complete card index by authors and book titles. This is 
supplemented by a card system of references by topics, already 
containing several thousand cards. In addition to the general 
library books, there is a collection of about 5,000 reference and 
text books, also carefully catalogued, for use in connection with 
the various courses. 

In the reading room are filed the leading periodicals, both of 
general nature and of specific value in pedagogical study. 

LECTURES. 

Since the issue of last year's catalogue the teachers and stu- 
dents have had the privilege of listening to the following lec- 
tures and concerts : — 

A School of Savagery, . . Charles A. Eastman, M.D., Am- 
herst, Mass. 

Some Phases of Industrial Edu- Allen Rogers, Ph.D., Instructor in 
cation. Industrial Chemistry, Pratt In- 

stitute. 



49 



The Relation of Drawing to In- 
dustrial Education. 

Aims of Instruction in the Man- 
ual Arts. 

Scientific Temperance Instruc- 
tion. 

The Social Education of Boys, . 



The Education of Mentally De- 
fective Children. 

Memorial Day address, 

Graduation address : The Quali- 
ties that Attract Success. 



Old Plantation Days 
South. 



in 



the 



Education for Efficiency, 



The Physical Side of Educa- 
tional Work. 
Commercial English, . 



Walter Sargent, University of 
Chicage. 

Frederick L. Burnham, Agent for 
the Promotion of Manual Arts, 
Massachusetts. 

Mrs. Edith S. Davis, Superintend- 
ent of Scientific Temperance In- 
struction, National W. C. T. U. 

John E. Gunckel, President of the 
National Newsboys' Association. 
Miss Jane Day, " The Discipline 
Nurse," New York City. 

Bertha S. Downing, M.D., formerly 
of School for the Feeble-minded, 
Vineland, N. J. 

James Burrows, Post 11, G. A. R., 
Lynn. 

Mrs. Ella Lyman Cabot, Member 
of Massachusetts Board of Edu- 
cation. 

Rev. Peter H. Goldsmith, D.D., 
Pastor of the First Church, 
Salem. 

Arthur D. Dean, Chief of Depart- 
ment of Trade Schools, New 
York State Department of Edu- 
cation. 

Richard C. Cabot, M.D., Boston. 



High 



Carlos B. Ellis, Technical 

School, Springfield. 
The Glee Club. 
Class of 1909. 
Mrs. Jessie Eldridg-e Southwick. 



Concert, 

Old Time Schools, a Pageant, . 

Reading, Percy Mackay's 
" Jeanne D'Arc." 

Recital, 

Recital, 

The Probable Reaction of in- 
dustrial Education on Liberal 
Education. 

The annual convention of the New England High School Commer- 
cial Teachers' Association was held at the school in October. 



Jessie Downer Eaton Trio. 
Jessie Lobdell String Quartette. 
David S. Snedden, Ph.D., State 
Commissioner of Education. 



50 



THE riANAQEHENT OF THE SCHOOL. 

Students in a school for the professional training of teachers 
should be self-governing in the full sense of the term. Each 
student is allowed and is encouraged to exercise the largest 
degree of personal liberty consistent with the rights of others. 
The teachers aim to be friends and leaders, rather than gov- 
ernors and masters. They will not withhold advice, admonition 
and reproof, if needed; but their work in such lines will be 
done with individuals, and in the most helpful and generous 
spirit. Those students who, after full and patient trial, are 
found unworthy of such consideration, are presumed to be unfit 
or unlikely to become successful teachers, and will be removed 
from the school. Others, also, who, by no fault of their own, 
but by the misfortune of conspicuous inaptitude, through physi- 
cal or mental deficiencies, are unfit for the work of teaching, will 
be advised to withdraw, and will not be graduated. 

Many matters pertaining to the general welfare of the school 
are referred for consideration to the school council. This is a 
representative body, consisting of the principal and two other 
members of the faculty, and three members chosen by each 
class. Thus the students, through their representatives, 'have 
a voice in the management of the school, and also assume their 
share of the responsibility for its success. 

Expenses, Aid, Board, etc. 

Tuition is free to all residents of Massachusetts who declare 
their intention to teach in the schools of this Commonwealth. 
Students admitted from other States, are required to pay a tuition 
fee of fifty dollars per year, of which sum one-half is due Sep- 
tember 8, and the other half February 1. Text-books and sup- 
plies are free, as in the public schools. Articles used in school 
work which students may desire to own will be furnished at 
cost. Students who come to Salem to board are advised' to 
bring with them such text-books of recent date as they may own. 

To assist those students, residents of Massachusetts, who find 
it difficult to meet the expenses of the course, pecuniary aid is 



51 



furnished by the State to a limited extent. Applications for 
this aid must be made in writing, to the principal, and must be 
accompanied by such evidence as shall satisfy him that the 
applicant needs assistance. This aid, however, is not furnished 
to residents of Salem, nor during the first half-year of attend- 
ance at the school. 

Through the generosity of members of the faculty and grad- 
uates of the school, several funds have been established, all of 
which, by vote of the Salem Normal School Association, are 
administered by the principal as loan funds. Students may 
thus borrow reasonable sums of money with which to meet their 
expenses during their connection with the school, and payment 
may be made at their convenience, after they have secured posi- 
tions as teachers. 

Besides the " Students' Benefit Fund " are other funds, 
founded by graduates of the school to perpetuate the memory 
of Dr. Elmer H. Capen, formerly chairman of the Board of 
Visitors, and Dr. Walter P. Beckwith, principal of the school 
from 1895 to 1905. 

At the last triennial meeting of the Salem Normal School 
Association $200 was appropriated from the treasury as a dona- 
tion to the " Benefit Fund," and steps were taken to establish 
other funds, in memory of former principals Crosby and Hagar. 
The total amount of money now available is about $1,000. The 
principal will gladly receive and credit to any of the above 
funds such contributions as graduates and friends of the school 
may be disposed to make. Frequently a little timely financial 
aid from this source may save to the profession an efficient 
teacher. 

The expense of board is moderate; two students rooming to- 
gether can usually find accommodations within easy distance of 
the school, including light and heat, at prices ranging upward 
from $4.50 each, per week. A list of places where board may 
be obtained is kept at the school, and reasonable aid will be 
given to students who are seeking boarding places. It is ad- 
visable to make inquiries some time before the beginning of 
the school year. 



52 



A lunch counter is maintained in the building, from which is 
served at noon each school day a good variety of wholesome and 
attractive food, at very reasonable prices. 

Attendance and Conduct. 

1. Students living at home, on finding themselves likely to be 
absent more than one day, are desired to make known the fact 
in writing. 

2. Students who are withdrawing from school must return 
the books and other property of the school, and receive regular 
dismission. Those who fail to do so promptly must not expect 
at a later date any recommendation or endorsement from the 
teachers of the school. 

3. Absences for the purpose of teaching or of acting as sub- 
stitutes for more than one day must be arranged in advance. 
In general, absence for this purpose during the first year of a 
student's course will not be regarded with favor. 

4. Students must be present at the opening of school after 
any recess or vacation, and must remain until all are excused. 

5. Students boarding in Salem must not make arrangements 
involving absence from any school exercise without previously 
obtaining permission. 

6. Students boarding in this vicinity, away from their parents, 
whether over or under legal age, must keep the principal in- 
formed of their addresses. All boarding places are subject to 
the judgment of the principal. 

As the school has no dormitory, those who receive its students 
into their homes must, of necessity, assume responsibility for 
the conduct of the young women thus placed in their charge 
in the same measure as would be required of teachers in charge 
of a dormitory. They are therefore requested to report to the 
principal any impropriety of conduct on the part, of students 
which ought to be known by him, or any behavior of theirs 
which would be considered unsuitable in a well-regulated dormi- 
tory. 



53 



Employment for Graduates. 

The increase in the number of normal school graduates em- 
ployed in Massachusetts as teachers has been, especially during 
the past twenty years, very much greater proportionately than the 
increase in the whole number of teachers, but even at the present 
time they constitute but little more than one-half of all the 
teachers in the State, and the demand is annually greater than 
the supply; especially for the higher grammar grades there is 
a marked scarcity of strong candidates. This school does not 
undertake to guarantee positions to its students, but it is a 
fact that promising graduates are rarely without positions three 
months after graduation. The principal takes pleasure in assist- 
ing them to obtain such positions as they are qualified to fill. 
To that end he is glad to correspond or to confer with school 
authorities. He is also glad to be informed as to the degree of 
success which has attended the efforts of former students. 

Scholarships for Graduates. 

There are offered at Harvard University four scholarships, 
each of an annual value of one hundred fifty dollars, for the 
benefit of students in Harvard College who are graduates of 
any reputable normal school in the United States. 

Notices to School Officials. 

All interested persons, especially those connected in any way 
with educational work, are cordially invited to visit the school, 
to inspect the building and equipment, or to attend the exer- 
cises in its class rooms or practice schools at any time and 
without ceremony. 

During the summer vacation, some person qualified to give 
information regarding the school, its work and the conditions 
of admission will be at the building each forenoon, except Satur- 
day. Requests for catalogues are always promptly honored. 

Superintendents and other school officials are requested to 
send to the school copies of their reports, courses of study and 
other publications of common interest. The courtesy will be 
appreciated and reciprocated. 



54 



Every person claiming to be a graduate of this school should 
be able to show either a diploma or a certificate of the fact of 
graduation. Since January 1, 1900, all students who have left 
the school by reason of graduation, or otherwise in good stand- 
ing, possess a diploma, a certificate showing the completion of a 
year's work, or a certificate of honorable dismissal. The last- 
named paper is not to be understood as a recommendation of 
proficiency in scholarship or teaching ability. 

GENERAL INFORHATION. 
Historical Sketch. 

The State Normal School at Salem was opened to students 
September 12, 1854. It was the fourth normal school estab- 
lished by the State of Massachusetts. Indirectly it was the 
outcome of steps taken to provide a new location for the first 
normal school in the State, which was opened at Lexington. 
The old school was not transferred to Salem, but the Legisla- 
ture directed the State Board of Education to establish a new 
one in Essex County, and this city was finally chosen as its lo- 
cation. 

The first building of the school stood at the corner of Broad 
and Summer streets. Its cost, including site and equipment, 
slightly exceeded $20,000. The city of Salem erected the build- 
ing, and received in partial compensation the State appropria- 
tion of $6,000 and a contribution of $2,000 from the Eastern 
Eailroad Company. The building was enlarged and improved 
in 1860, and again in 1871. 

After twenty-five years the accommodations proved inadequate 
to meet the increased demands made upon modern normal 
schools. The Legislature of the Commonwealth consequently 
made generous provisions for a new building. Work was begun 
in November, 1893, and the building was first occupied by the 
school December 2, 1896. The site, building and equipment 
represent an expenditure of $300,000 ; and it is believed that the' 
Commonwealth here possesses a structure as complete and con- 
venient as any of its kind in this country. 



55 



The School Building. 

The building is located in the southern part of the city, — a 
section devoted chiefly to residential purposes, — in a command- 
ing position at the junction of the electric car lines from Lynn 
and Marblehead. It is constructed of buff brick, with light- 
colored stone and terra-cotta trimmings, and it has three stories 
and a basement. Facing northward, it is 180 feet in length 
from east to west, and the two wings are each 140 feet from 
north to south. In the basement are located the heating and 
ventilating apparatus, the toilet and play rooms for the pupils 
of the model schools, besides the gymnasium with its adjoining 
dressing room, the industrial laboratory, bicycle room, lunch 
room, and store rooms for supplies and materials. 

On the first floor, in the central part of the structure, are the 
toilet and cloak rooms, furnished with individual lockers, for 
the use of the normal students. Access to this portion of the 
building is provided by means of two outside doors. In each 
wing is another entrance for the pupils of the practice schools. 
The rooms for these schools — nine 1 in number, besides six reci- 
tation rooms connected with them — are upon the east, south 
and west sides, and are all large and well lighted. Including 
the kindergarten, they are intended to accommodate 350 pupils. 

The central portion of the second floor is occupied by the 
assembly and study room of the normal school. It is about 60 
by 85 feet in size, and can accommodate 250 single desks and 
chairs. The remainder of the floor contains the principal's 
offices, reception room, retiring room, text-book room, library, 
and other recitation and work rooms. 

The third floor is largely devoted to the various departments 
of science, including physics, chemistry, botany, geography, min- 
eralogy and zoology. One of the features is an excellent lecture 
room, with seats arranged in tiers, for lectures or similar work. 
Two rooms on the north side furnish admirable accommodations 
for the work in drawing. 

The size and lighting of the rooms are conspicuous features 
of the building. The corridors are also noticeable for their 
width and cheerful aspect. The windows are many and lofty, 
and the glass is of the finest and clearest quality. 



56 



The heating and ventilating plant is ample; the blackboards, 
entirely of slate, are generous in size; combination gas and elec- 
tric chandeliers are provided for lighting; from the principal's 
office speaking tubes radiate to all the important rooms; while a 
program clock, with its electric appliances, regulates the move- 
ments of the school. The interior finish throughout is of oak, 
and all the furniture of the building is in keeping. 

Decorations. 

It is generally conceded that no building or schoolroom is 
finished or furnished which lacks beautiful and artistic dec- 
orations, not only because these objects are beautiful in them- 
selves, but because of the refining and educative value. 

There is a silent influence resulting from the companionship 
of good pictures or casts, elevating the thought, and creating a 
dislike for the common, ugly and inferior type of decoration so 
often seen. Such works of art, well chosen and hung, may 
exert a helpful influence in other branches of study as well as 
in art. 

With these thoughts in mind, the pictures and casts in the 
building were selected and placed in the various rooms and corri- 
dors, and they have served their purpose thus far in creating a 
taste for and an appreciation of good things. 

There are many pictures of historic interest, cathedrals, colon- 
nades, arches and temples, which have proved of value in geog- 
raphy and history. There are photographs from works of mas- 
ters such as Corot, Millet, Mauve, Jacque, Israels and others, 
which are full of helpful suggestions in literature, language, 
and nature study. 

These works of art have been presented by the State, by 
students and teachers, and by generous friends of the school, 
to whom due acknowledgment is made upon another page. 

The Teachers and Students. 

The school during its history has had five principals and 
eighty-two assistant teachers. The development of the practice 
schools began in. 1897, and with them thirty-four persons have 
been connected as teachers. Nineteen teachers are now required 
in the normal school and fourteen in the practice schools. 



57 



Nearly six thousand students have attended the school. The 
proportion of those who complete the course has been increasing 
steadily in recent years. 

The Location and Attractions of Salem. 

No place in northeastern Massachusetts is more easily accessi- 
ble than Salem. It is on the main line of the eastern division 
of the Boston & Maine Railroad system, connecting also with 
the Saugus branch at Lynn. A branch road to Wakefield Junc- 
tion connects the city with the western division. There is also 
direct communication with Lowell, Lawrence, Haverhill, Rock' 
port and Marblehead. Trains are frequent and convenient. 
Salem is also the center of an extensive network of electric 
railways. Students coming daily to Salem on Boston & Maine 
trains can obtain season tickets at greatly reduced rates. Trains 
on the Marblehead branch stop at Loring Avenue, on signal, 
and many students find it more convenient to purchase their 
season tickets to that station. 

Salem is the center of many interesting historical associations, 
and within easy reach are the scenes of more important and 
stirring events than can be found in any other equal area of our 
country. The scenery, both of seashore and country in the 
neighborhood, is exceedingly attractive. There are many libra- 
ries, besides the free public library, and curious and instructive 
collections belonging to various literary and antiquarian organ- 
izations, to which access may be obtained at a slight expense. 
Lectures are frequent and inexpensive. The churches of the city 
represent all the religious denominations that are common in 
New England. 



58 



Register of Students. 
1909=1910. 



Graduates. — Class > l n 

Armstrong, Elizabeth Baker, 
Baker, Bessie Clark, . 
Barrows, Grace Cowdery, 
Bartlett, Marion Louise, 
Berry, Elizabeth Cummings, 
Brooks, Anna Belle, . 
Brooks, Jennie Elizabeth, 
Brunton, Isabelle Macadam, 
Bruorton, Annie Beryl, 
Christie, Ruby Law, . 
Clifford, Alice Martha, 
Connell, Honora Agnes, 
Cooper, Annie Winifred, 
Curtis, Bessie Warren, 
Cusick, Agnes Mary, 
Dailey, Anna Elizabeth, 
Deane, Bertha Laura, 
Duane, Helen Frances, 
Duncan, Belle, . 
Enlind, Anna Hildur, 
Estes, Edith Marion, 
Evans, Mary Abbie, . 
Fernald, Alice Hildreth, 
Flagg, Catherine, 
Flynn, Mary Gray, . 
Foster, Ethel Morrison, 
Foster, Helen Page, . 
Gamboa, Angelica Mae, 
Gaughan, Alice Winifred, 
Grant, Pearl Arlene, 



June 22, 1909. 

Maiden. 

Lynn. 

South Royalton, Vt. 

Revere. 

Maiden. 

Peabody. 

Cambridge. 

Somerville. 

Reading. 

Maiden. 

Melrose. 

Cambridge. 

Cambridge. 

Boxford. 

Pigeon Cove. 

Cambridge. 

Salem. 

Beverly. 

Maiden. 

Peabody. 

Melrose. 

Rochester, N. H. 

Reading. 

Swampscott. 

Lynn. 

Melrose. 

Beverly. 

South Hamilton. 

Cambridge. 

Haverhill. 



59 



Green, Elsie Cary, . 
Harrington, Mary Rose, . 
Harris, Gertrude Trumbull, 
Hazen, Marguerite May, . 
Hutchinson, Frances Rita, 
James, Ruth Katharine, . 
Jansson, Victoria Heding, 
Johansen, Fannie Olena, . 
Kelley, Anna Louise, 
Lee, Helen Evans Williams, 
Legro, Edna Somers, 
Lundberg, Eleonora Fredericka 
Mack, Helen Frances, 
MacRitchie, Angie May, . 
Marshall, Mildred Josephine, 
McGrath, Mary Frances, . 
McKenzie, Edna Florence, 
Metcalf, Florence Stearns, 
Millea, Anna Eileen, . 
Moodie, Ruth Margaret, . 
Miille, Laura Augusta, 
Munsey, Norma, 
Nelligan, Grace Isabel, 
O'Brien, Kathleen Holmes, 
O'Hara, Gertrude Regina, 
Oliver, Hazel Isabell, 
Palmer, Clara Louise, 
Poor, Bertha Whrifr 60 ^ 
Powell, Jennie Loretta, 
Sayre, Alice Frances, 
Smith, Edna Martha, 
Sperry, Bertha Mae, . 
Spofford, Edna Noyes, 
Sullivan, Clare Margaret, . 
Taylor, Bessie Cinderella, . 
Vollor, Anna May, . 
Ward, Mary Catherine, 
Williams, Alice Preston, . 
Wollahan, Helen Harrington, 
Wrigley, Walter Simeon, . 



Ipswich. 

North Cambridge. 

Salem. 

Beverly. 

Peabody. 

Salem. 

Maiden. 

Newburyport. 

Salem. 

Chelsea. 

Salem. 

Maiden. 

Salem. 

Everett. 

East Saugus. 

Amesbury. 

Northwood Ridge, N. H. 

Williston, Vt. 

Danvers. 

Newburyport. 

Somerville. 

Marblehead. 

Cambridge. 

Amesbury. 

Cambridge. 

Wakefield. 

Everett. 

Salem. 

North Cambridge. 

Medford. 

Cambridge. 

Amesbury. 

South Groveland. 

Cambridge. 

West Peabody. 

Salem. 

Cambridge. 

Beverly. 

Danvers. 

North Andover. 



60 



Certificates for One Year's Work. 
Elementary Course. 
Austin, Edith Pearle, .... Lynn. 



Bullard, Ruth Augusta, . 
Hinchcliffe, Bertha Elizabeth, 
Jones, Mercy, . 
Lewis, Ada Snow, 



Burlington, Vt. 
Stoneham. 
Brookline. 
Somerville. 



Commercial Course. 

Barrett, Katherine Estelle, 
Batchelder, Elizabeth Annie, 
Burnham, Bertha Williams, 
Bucksey, Addie Margaret, 
Campbell, Elinor Stark, 
Cohane, Mary Alice, 
Corey, Marian Annetta, 
Elliott, Marion Porter, 
Flanders, Verna Belle, 
Kong, Emma Helena, 
Krieger, Jennie, 
Lowe, Bertha Esther, 
Merrill, Mildred Frances, 
Randall, Ruth Alice, 
Rees, Ethel Emma, . 
Remon, Marion Ella, 
Shepard, Mary Estelle, 
Skinner, Helen Choate, 
Smith, Ethel Marion, 
Wetmore, Mildred Alison, 
Woodbury, Bessie Sweetser, 



Newburyport. 

North Reading. 

Old Town, Me. 

Peabody. 

North Reading. 

Salem. 

Amesbury. 

Danvers. 

Lynn. 

East Boston. 

Salem. 

Lynn. 

West Somerville. 

Athol. 

Lynn. 

Salem. 

Walpole. 

Lynn. 

Maiden. 

Essex. 

Gloucester. 



Students in the Elementary Course. 

Senior Class. 

Barentzen, Olive Mary, 
Barnes, Charlotte, 



Blood, Marion Helena, 
Boyd, Grace Gladys, 
Burnham, Alice Stacy, 
Butterfield, Marion Ascenath, 



Franklin Park. 

Chelsea. 

Derry, N. H. 

Beverly. 

Beverly. 

Maiden. 



61 



Cahill, Elizabeth Cecelia, 
Carroll, Margaret Mary, 
Corson, Murle Augusta, 
Cotter, Chester, 
Coyne, Sara Stanislaus, 
Dempsey, Mary Louise, 1 
Donovan, Mary Frances, 1 
Edgecomb, Elva Dawn, 
FitzHugh, Lena Grayson, 
Flanders, Leona, 
Fowler, Maude Anna, 
Fox, Agnes Gertrude/ 
Gardner, Laura Alston, 
Gardner, Marion Warren, 
Gilmore, Mary Elizabeth, 
Harney, Margaret Laurentia, 1 
Harrington, Alida Hilton, 
Healy, Alice Jeanette, 
Houghton, Lucy Forbush, 
Hutchins, Susie Blanche, 
Johnson, Helen Louise, 
Jones, Agnes Marian, 
Keating, Mary Veronica, 
Kelley, Florence Gardelena, 
King, Mabel Disa, 
Kinnear, Margaret A. W., 
Laskey, Adelaide Mary, 
Lord, Marian Dean, . 
Loring, Marion Alice, 
Maguire, Marion, 
Merritt, Ruth Breed, 
Moran, Mabel May, . 
Mulligan, Helen Marie, 1 
Murphy, Gertrude Agatha, 
Nelson, Elizabeth Kristina Louise, 
Newcomb, Marion Faustina, 
O'Neill, Edna Gertrude, . 
O'Neil, Loretto Magdalen, 
O'Connor, Eleanor Spelman, 1 
Perley, Grace Mildred, 1 



Danvers. 

Cambridge. 

Salem. 

Rowley. 

Somerville. 

Peabody. 

Salem. 

Salem. 

Amesbury. 

Maiden. 

Beverly. 

Salem. 

Everett. 

Danvers. 

Peabody. 

Lynn. 

Maiden. 

Chelsea. 

North Andover. 

Union, N. H. 

Lynn. 

Chelsea. 

Salem. 

Wakefield. 

Bradford. 

Salem. 

Maiden. 

Harrington, Me. 

Groveland. 

Salem. 

Danvers. 

Lynn. 

Salem. 

Cambridge. 

Beverly. 

Swampscott. 

Lynn. 

Maiden. 

Cambridge. 

East Boxford. 



1 Three-years course. 



62 



Perry, Dorothy, 
Pierce, Lilian Mae, . 
Powell, May Veronica, 1 
Pulsifer, Helen Marks, 
Ricles, Edith Bella, . 
Riley, Mary Elouise, 1 . 
Robertson, Elizabeth Harr 
Shortell, Mary Beatrice, 
Stack, Mary Lillian, . 
Stearns, Helen Isabelle, 
Stratton, Lucy Marie, 
Swanson, Fanny Amelia, 
Thurston, Lura, 1 
Tucker, Ruth Elizabeth, 
Walker, Eleanor Elizabeth 
Ward, Gertrude Beatrice, 
Welch, Irene Marie, 
Weston, Martha Mary, 
Wildes, Mary Aloysia, 
Woods, Esther Jane, . 



iet, 1 



Revere. 
Lynn. 
Maiden. 
Salem. 
Roxbury. 
Salem. 
Beverly. 
Salem. 
Andover. 
West Somerville. 
Maiden. 
Pigeon Cove. 
Rockport. 
North Reading. 
West Lynn. 
. Beachmont. 
Lynn. 
Essex. 
Lynn. 
Newburyport. 



Students in Second Year of 

Beadle, Helen Josephine, 
Cotton, Edith Frances, 
Crosby, Mildred Parker, 
Eames, Hilda Weston, 
Granfield, Susie Frances, 
Harrigan, Frances Agnes, 
Harris, Daisy, . 
Israelite, Anna Bessie, 
Jenkins, Lena, . 
McMurray, Jane, ► 
McNamara, Marietta Agnes, 2 
Quinn, Alice Irene, . 
Riley, Marguerite Rose, 
Roche, Elizabeth Constance, 
Shannon, Mabel Elizabeth, 
Shea, Grace Elizabeth, 
Sidmore, Grace Merrill, 2 . 
Wildes, Mildred Fern, 



Three-years Course. 

. Groveland. 

. Maiden. 

. Groveland. 

. North Reading. 

. Reading. 

. Danvers. 

. Saugus. 

. Chelsea. 

. Ipswich. 

. East Boston. 

. Cambridge. 

. Swampscott. 

. Melrose. 

. Salem. 

. Lynn. 

. Salem. 

. Danvers. 

. South Hamilton. 



1 Three-years course. 



2 Left before the end of the first half year. 



63 



Junior Class. 



Albert, Rose, 
Barteau, Clara Irene, . 
Broughton, Elizabeth Kinsman, 
Brown, Florence Calphurna, 2 
Burnham, Gladys Frances, 1 
Burnham, Mary Alice, 
Christenson, Ella, 2 
Connery, Anna Laura, 1 
Cook, Alice Marguerite, 
Cressy, Ruth Augusta, 
Cronin, Sybil Louise Mary 
Crowley, Madeline Usher, 
Curley, Grace Francis, 
Cushing, Mary Esther, 
Danner, Bertha Hertgen, 
Decatur, Rena Althea, 
Devlin, Helen Madeline, 1 
Dickinson, Helena Minnie, 
Doran, Phcebe Martha Hughes, 
Doyle, Alberta Ruth, . 
Edmands, Mary Luella, 
FitzGerald, Mary Frances 
Furfey, Josephine Esther, 
Gilrnan, Ruth Annette, 
Grant, Grace Marguerite, 
Greene, Agnes Gertrude, 
Griffin, Mary Elizabeth, 
Hale, Ruth Elizabeth, 
Harlin, Gertrude Alice, 
Herlihy, Catherine Mary, 
Hickey, Emma May, . 
Hill, Mabel Louise, . 
Hinkley, Fannie Crowell, 
Hobbs, Lucie Philbrook, 
Hogan, Phoebe Evelyn, 2 
Howard, Ethelyn Adams, 
Hoyle, Lillian Mary, . 
Hunter, Ethel Annas, 



Maiden. 

Amesbury. 

Marblehead. 

Hinsdale. 

Topsfield. 

Essex. 

Arlington. 

Lynn. 

Dan vers. 

Beverly. 

Cambridge. 

Dan vers. 

Marblehead. 

Beverly. 

Maiden. 

West Peabody. 

Stoneham. 

Danvers. 

Reading. 

Reading. 

Saugus. 

Cambridge. 

Cambridge. 

Melrose. 

Chelsea. 

Cambridge. 

Peabody. 

Stoneham. 

Cambridge. 

North Cambridge. 

Beverly. 

Georgetown. 

Beverly. 

Danvers. 

Melrose. 

Maiden. 

Everett. 

Maiden. 



1 Three-years course. 



2 Left before the end of the first half year. 



64 



Hurley, Florence Margaret, 
Ingham, Mabel Russell, 
Kelly, Mary Agnes, 2 . 
Kline, Elizabeth Margaret, 
Klippel, Laura Estelle, 
Lambert, Georgia Dorothy, 
Lang, Florence Ardell, 
Leonard, Alice Virginia, . 
Levy, Frances Agnes, 1 
Lippitt, Frances Shorey, 1 . 
Lord, Florence Elliott, 
Macdonald, Josephine Elsie, 
Maddock, Ruth Valerie, 
Magraw, Maria Pearl, 
McCauley, Alice Katherine, 1 
McLaughlin, Helen Charlotte, 2 
McPhetres, Eva Lucretia, 
McSwiney, Mary Cecilia, 
Merrill, Lillian Dimond, 
Merrow, Helen, 1 . 
Morrissey, Mary Jane, 
Mullin, Frances Marie, 1 
Myers, Ruth Ethel, . 
Nason, Bertha Inez, 2 . 
Nelson, Maude Wellington, 
Niles, Mildred A., 
Norcross, Alice Almira, 
Norton, Marjorie, 
Parker, Marcia Vivian, 2 
Parsons, Helen Gaffney, 
Peachey, Florence Bailey, 
Perkins, Susan Stevens, 1 
Perley, Charlotte, 
Peterson, Marion Crosman, 
Phillips, Edith Elizabeth, 
Poor, Ethel Mirriam, . 
Porter, Bertha Idella, 
Pratt, Eva Louise, 
Prescott, Dorothy Nutting, 
Ramhofer, Lena Louise, 
Reeve, Alice Louise, . 



Cambridge. 

Somerville. 

Lynn. 

Cambridge. 

Salem. 

Lynn. 

Bradford. 

Amesbury. 

Chelsea. 

Boston. 

Peabody. 

Somerville. 

Amesbury. 

Lynn. 

Salem. 

North Cambridge. 

Lynn. 

Chelsea. 

Lynn. 

Salem. 

North Andover. 

Salem. 

West Lynn. 

Somerville. 

Salem. 

Danvers. 

Melrose. 

Chelsea. 

Peabody. 

Pigeon Cove. 

Lynn. 

Everett. 

Boxford. 

Chelsea. 

Lynn. 

Lynn. 

Gloucester. 

Maiden. 

Bradford. 

Cambridge. 

Salem. 



1 Three-years course. 



2 Left before the end of the first half year. 



65 



Reiman, Elsie May, . 
Reynolds, Abbie Elizabeth, 
Rose, Lillian Gertrude, 
Ruth, Jennie Viola, . 
Sargent, Helen Marion, 
Scott, Laura Amelia, . 
Scully, Katherine Veronica, 
Shapiro, Sarah, 2 . 
Sherry, Mary Josephine, 2 
Simonds, Margaret Story, 
Simpson, Mildred Ottilie, 
Small, Esther Louise, 
Smith, Lulu Belle, 
Smith, Rose Catherine, 
Solomon, Genorie Palmer, 
Stensrud, Lillian Caroline," 
Spofford, Celia May, . 
Spofford, Lelia Frances, 
Striley, Amy Marguerite, 
Sumner, Grace Ria, . 
Swanson, Gerda Florence, 
Taylor, Sadie Mildred, 
Tucker, Mabel Hammond, 
Tweeddale, Ruth Barbour, 1 
Walsh, Katharine Frances, 
Watson, Margaret Josephine, 1 
Webber, Velma May, 
Whalen, Abbie Elizabeth, . 
Whitman, Mary Eva, 1 
Wilkins, Imogene, 1 
Wilkins, Margaret Taylor, 2 



Newburyport. 

Lynn. 

Belmont. 

Gloucester. 

Groveland. 

Melrose. 

Chelsea. 

Binghamton, N. Y. 

Peabody. 

Beverly. 

Lynn. 

Marblehead. 

North Andover. 

Somerville. 

Maiden. 

Beverly. 

Melrose Highlands. 

Melrose Highlands. 

Danvers. 

Lynn. , 

Pigeon Cove. 

Everett. 

Marblehead. 

Lynn. 

Somerville. 

Groveland. 

Lynn. 

Amesbury. 

Beverly. 

Everett. 

Danvers. 



Special Students, One-year Course. 



Coburn, Elizabeth Vienna, 


. Wakefield. 


Gavin, Agnes Mary, . 


. Roxbury. 


Giles, Louise, 2 .... 


. Beverly. 


Irving, Eva Christena, 


. Somerville. 


Philbrook, Susan, 


. Lynn. 


Warner, Annie Mabelle, . 


. Salem. 


Woodbury, Bessie Sweetser, 2 


. Gloucester. 


1 Three-years course. 2 Left 


before the end of the first half year. 



66 



Students in the 

Senior 

Bruce, Helen, . 
Cardwell, Nelson Henry, . 
Daverin, Maude Burbank, 
Davis, Augusta Louise, 
Day, Mary Ellen, 
Fielding, May, . 
Fitzgerald, Edwina Frances, 
Giles, Martelle Elsie, 
Gould, Mary Gertrude, 
Healy, Agnes Leona, 
Hickey, Florence Augusta, 
Ivers, Mabel Florence, 
Keith, Nelly Doris, . 
Kennedy, Abbie Jones, 
Martin, John Edward, 
Mulligan, Nellie Elizabeth, 
Oliver, Warren Walton, . 
Pearson, Signe Hilda, 
Roche, Anna Theodora, . 
Slade, Madeleine Louise, . 
Standley, Ethel Frances, . 
Wilbur, Lawrence Winton, 



Commercial Course. 

Class. 



Rockport. 

Springfield. 

Dalton. . 

Amesbury. 

Salem. 

Danvers. 

Revere. 

Salem. 

Danvers. 

Danvers. 

Wakefield. 

Salem. 

Salem. 

Danvers. 

West Peabody. 

Salem. 

Wakefield. 

Lynn. 

Salem. 

Danvers. 

Manchester. 

North Raynham. 



Junior Class. 

Brophy, Elnora Kathleen, 
Clark, Anna Keenan, . 
Fisher, Bessie Leone, 
Hayward, Beth Sylvia, 
Hinchcliffe, Eva Mary, 
Millea, Alice Marie, . 
Murphy, Mary Agnes, 2 
Pedersen, Dora Christina, 
Pedersen, Jennie Maria, 
Rock, Sadie Rebecca, . 
de Sloovere, Mary Constance, 
Wiggin, Lelia May, . 



Gloucester. 

Marblehead. 

Somerville. 

South Easton. 

Stoneham. 

Danvers. 

Lynn. 

Somerville. 

Somerville. 

Turners Falls. 

Webster. 

Danvers. 



Left before the end of the first half year. 



67 



Students in Second Year of Three- years Course. 



Bagley, Marion Brooks, 2 . 


. 


Peabody. 


- 


Dodge, Mary Prince, .... 


Manchester. 




Flaherty, Mary Aloysie, . 


Salem. 




Flynn, Catherine Marie," . 


Salem. 




Hornstein, Dora, .... 


Chelsea. 




Managhan, Eliza Agnes, . 


Amesbury. 




Turbett, Alice Rose, .... 


Salem. 




Special Students, One-year Course. 




Arnold, Jeannie Helena, . 


Holyoke. 




Bates, Alice Cecil, 




Bradford. 




Henry, Margaret Lee, 




Norwalk, Conn. 


\ 


Hogan, Marie Gertrude, . 




Dorchester. 




Howard, Pauline Sumner, . 




Mattapan. 




Lewis, Bertha, .... 




Holliston. 




Lyon, Marguerite Helen, . 




Dorchester. 




MacDow, George Wilson, 




Beachmont. 




Peabody, Mabel Florence, . 




Danvers. 




Power, Alice Helene Marie, 




Dorchester. 




Sullivan, Catherine F., 2 




. East Boston. 




Weaver, Frances Edna, 




. Mattapan. 




Summary. 






Students of the elementary course, 


. 


194 


Special Students, elementary course, 


. 


7 


Students of the commercial course, . 


. 


41 


Special students, commercial course, 


. 


12 
254 


Whole number of students from opening 


df school, 


5,814 


Whole number of graduates, . 


.... 


3,062 


Number of certificates for one year's wor 


k, . . . . 


77 



2 Left before the end of the first half year. 



Certificate Required for Admission to a Preliminary 

Examination. 



1910. 



has been a pupil in the 



School for three years, and is, in my 

judgment, prepared to pass the normal school preliminary examination in 
the following group or groups of subjects and the divisions thereof: — 

Group II Group IV. 

Group III Group V. 

Signature of principal or teacher, 

Address, 



Certificate of Graduation and Good Character. 

This is to Certify that M 



is a regular graduate of a four years' course of the. 



High School, and that, to the best of my knowledge 



and belief, he is a person of good moral character. 

Principal. 

1910. 



i I CCCCCCCCCCCCCCi I i i ■ ■